A NODE FOR AFRICAN THOUGHT A NODE FOR AFRICAN THOUGHT

HANDBOOK 2023
FA C U LT Y O F E D U C AT I O N ( U N D E R G R A D U AT E )
HANDBOOK 2023
FA C U LT Y O F E D U C AT I O N ( U N D E R G R A D U AT E )

FACULTY OF EDUCATION (UNDERGRADUATE)

HANDBOOK 2023

FOR ADMISSION QUERIES, CONTACT:

STUDENT ADMISSIONS
CONTACT INFO FACULTY OF EDUCATION
KWADLANGEZWA CAMPUS: +27 (0)35 902 6790/6030
RICHARDS BAY CAMPUS: +27 (0)35 902 6923
E-MAIL: [email protected] 035 - 902 6000 WWW.FACEBOOK.COM/UNIZULU
CENTRAL APPLICATIONS OFFICE WEBSITE: WWW.UNIZULU.AC.ZA
www. [email protected] TWITTER@UNIZULUONGOYE
SHARE CALL: +27 (0)86 086 0226
INTERNATIONAL CALLS: +27 (0)31 268 4444
POSTAL ADDRESS: UNIVERSITY OF ZULULAND, PRIVATE BAG X1001, KWADLANGEZWA, 3886
E-MAIL: ENQGENERALCAO.AC.ZA
FAX: +27 (0)86 622 8823 OR +27 (0)31 268 4422
WEBSITE: WWW.CAO.AC.ZA
www. HTTP://WWW.ARTS.UNIZULU.AC.ZA/
 YEARBOOK 2023

FACULTY OF EDUCATION
UNDERGRADUATE STUDIES
 Contact the Registrar’s Unit

Address all correspondence to:

The Registrar
University of Zululand
Private Bag X1001
KwaDlangezwa
3886

Tel: (035) 902-6000

Internet: http://www.unizulu.ac.za
PLEASE MENTION YOUR STUDENT/REFERENCE NUMBER IN ALL CORRESPONDENCE
The General Academic Rules of the University, to which all students have to subject themselves and
which apply to all the qualifications offered by the University, appear in a separate publication and
are available on the web page at http://www.unizulu.ac.za/yearbooks

Please note: Although the information in this Yearbook has been compiled with the utmost care and
accuracy, the Council and the Senate of the University accept no responsibility whatsoever for errors
that may occur. Before students finally decide on the selection of modules, they must consult the
class timetable. If a clash occurs in the planned selection of a student, the relevant module
combination is not permitted

i
 FACULTY OF EDUCATION

Vision
A renowned centre of excellence for teacher education

Mission
The Faculty of Education seeks:
• To produce globally competitive Education graduates
relevant to local and global needs
• To develop dynamic and solution-oriented partnerships
with communities

Values
Our interactions both internally and externally are informed by
the following values:
Enquiry
Inclusivity
Teamwork, and,
Accountability
 UNIVERSITY OF ZULULAND (UNIZULU): OFFICE BEARERS

CHANCELLOR
Deputy Chief Justice RMM, Zondo

VICE-CHANCELLOR
Prof X.A. Mtose

DEPUTY VICE-CHANCELLOR: RESEARCH AND INNOVATION

Prof N.W. Kunene

DEPUTY VICE-CHANCELLOR: TEACHING AND LEARNING

Prof V. Nomlomo

DEPUTY VICE-CHANCELLOR: INSTITUTIONAL SUPPORT

Prof S. Seepe

EXECUTIVE DIRECTOR: RICHARDS BAY CAMPUS

Vacant

EXECUTIVE DIRECTOR: INFRASTRUCTURE

Mr T Mngcwango

EXECUTIVE DIRECTOR: HUMAN RESOURCES

Mr R.T. Ngcobo

EXECUTIVE DIRECTOR: FINANCE

Mr J Du Plessis

EXECUTIVE DIRECTOR: INSTITUTIONAL PLANNING

Vacant

REGISTRAR
Mr D Mothilall

Page ii of 296
 UNIZULU DEANS

Faculty of Arts
Prof. MA Masoga

Faculty of Commerce, Administration and Law

Prof L Greyling

Faculty of Education
Prof SS Ntombela

Faculty of Science and Agriculture

Prof K Lehloenya

Dean of Students
Dr T. A. Ncokazi

iii
 FACULTY OF EDUCATION (FED) OFFICE BEARERS

DEAN
Prof SS Ntombela, BA; UED (UNIZULU), B. Ed Hons, Dip in Special
Education (Remedial Education), (University of Natal), MEd (University
of Manchester), PhD (UKZN).

DEPUTY DEANS
Teaching and Learning
Prof S Govender, BA (UDW), Bed Hons, EMD, MEd (RAU), D. Ed
(UNIZULU), HDE (UDW).

Research and Innovation - Acting

Prof BT Gamede, SSTD, PGDip –Dev Studies, B. Paed, B. Ed Hons
(UNIZULU), Business Mngmt Cert, Business Studies Dip (MANCOSA),
ABET Cert, Local Gov Dip, HRM Dip (UNISA), MBA (MANCOSA), D.
Ed (UNIZULU).

iv
 DEAN’S OFFICE CONTACT DETAILS

DEAN’S OFFICE : First Floor

New Education Building
POSTAL ADDRESS : THE DEAN
Faculty of Education
University of Zululand
Private Bag X1001
KwaDlangezwa
3886
DEAN’S SECRETARY : Ms T Khumalo
Phone : 035-902 6348
Fax : 086373242
e-mail : [email protected]

v
 HEADS OF DEPARTMENTS

Department of Languages and Social Sciences

Dr NP Khumalo, SSTD, B. Paed, B. Ed Hons, MEd (UNIZULU) Cert
(ABET), H. Dip (ABET), N. Dip (HRM) (UNISA), DED (UNISA)

Department of Educational Foundations

Dr HR Mhlongo, JSTC (ESHOWE), BA, BAHons, MEd, D. Ed
(UNIZULU), Cert (Local Government Admin & Management) (UNISA)

Department of Mathematics, Science and Technology Education

Mr NH Ngwenya, BPaed, BEdHons, MEd (UNIZULU), SSTD

Department of Early Childhood Education

Prof TA Mbatha-Ngubane, BA, (University of Botswana and Swaziland)
B. Ed Hons, PhD (UCT), Multilingual Education Course (Centre for
Research in Bilingualism, Stockholm University

vi
 ACADEMIC STAFF

Kok ECA Dr........................................................................................................Early Childhood Education

Luthuli, C Ms ......................................................................................................Early Childhood Education
Mbatha-Ngubane, TA Prof ....................................................................... HoD: Early Childhood Education
Mtshali, ZE Dr ....................................................................................................Early Childhood Education
Xulu, SCB Dr..................................................................................................... Early Childhood Education

Buthelezi, AB Dr................................................................................................. Educational Foundations

Govender, S Prof ................................................................................................. Educational Foundations
Govender, SA Prof .............................................................................................. Educational Foundations
Gumede, GV Mr ................................................................................................... Educational Foundations
Kent, CD Dr.......................................................................................................... Educational Foundations
Khumalo, PN Ms .................................................................................................. Educational Foundations
Makhonza, L Dr .................................................................................................... Educational Foundations
Makhubu, SS Ms .................................................................................................. Educational Foundations
Mhlongo, HR Prof ............................................................................ Acting HoD: Educational Foundations
Mkhasibe, RG Dr ................................................................................................. Educational Foundations
Mngomezulu, TP Dr……………………... ............................................................ Educational Foundations
Mokoena, TD Mr. ................................................................................. …………. Educational Foundations
Msimango, WN Dr ................................................................................................ Educational Foundations
Mthethwa, LC Dr. ................................................................................................. Educational Foundations
Mzimela, AM Dr ………………………….. ............................................................ Educational Foundations
Ndaba, NH Mrs .................................................................................................... Educational Foundations
Ngidi, TZ Dr .......................................................................................................... Educational Foundations
Ngubane, PB Dr ................................................................................................... Educational Foundations
Nkwanyana, BP Dr ………………………. ............................................................ Educational Foundations
Ntshangase, TC Dr .............................................................................................. Educational Foundations
Nzima, DR Prof. ................................................................................... …………. Educational Foundations

Bele, LLP Miss. ......................................................................................... Languages and Social Sciences

Gamede, BT Prof ...................................................................................... Languages and Social Sciences
Hlatshwayo, ZV Ms. .................................................................................. Languages and Social Sciences
Khumalo, NP Dr ....................................................................Acting HoD: Languages and Social Sciences
Khumatake, MR Mrs ................................................................................. Languages and Social Sciences

vii
Kutame, AP Prof ....................................................................................... Languages and Social Sciences
Magwaza, TF Dr ....................................................................................... Languages and Social Sciences
Masuelele, OP Mr ..................................................................................... Languages and Social Sciences
Mkhwanazi, KG Ms ................................................................................... Languages and Social Sciences
Mngomezulu, TF Miss............................................................................... Languages and Social Sciences
Mokoena, S Dr .......................................................................................... Languages and Social Sciences
Msweli, ZP Ms ........................................................................................... Languages and Social Sciences
Mthembu-Ngema, WNZ Dr ....................................................................... Languages and Social Sciences
Nyathi, P Mr .............................................................................................. Languages and Social Sciences
Nyathikazi, CP Dr...................................................................................... Languages and Social Sciences
Pillay, P Prof ............................................................................................. Languages and Social Sciences
Sabela, C Mr ............................................................................................. Languages and Social Sciences

Chibisa, A Dr ............................................................... Mathematics, Sciences and Technology Education

Chinaka, TW Dr ......................................................... Mathematics, Sciences and Technology Education
Gayadeen, RC Mr ....................................................... Mathematics, Sciences and Technology Education
Gumbi, NM Miss ......................................................... Mathematics, Sciences and Technology Education
Kok, PJ Dr ................................................................... Mathematics, Sciences and Technology Education
Krishnannair, A Dr...................................................... Mathematics, Sciences and Technology Education
Ngwenya, NH Mr ..................................... Acting HoD: Mathematics, Sciences and Technology Education
Sibaya, DC Prof. ....................................................... Mathematics, Sciences and Technology Education
Sondlo, A Dr. .............................................................. Mathematics, Sciences and Technology Education
Talasi, T Dr ................................................................. Mathematics, Sciences and Technology Education
Xaba, N Ms. ............................................................... Mathematics, Sciences and Technology Education

Page viii of 296

 SUPPORT STAFF
Feketshane, S Mr..................................... ..................................................Deans Office: Resource Centre
Gumede, S Mrs........................................................... ......................................... Educational Foundations
Khanyile, V............................................................................................................Educational Foundations
Khumalo, T Ms..........................................................................................Dean’s Office: Faculty Secretary
Maikoo, MI Mrs .............................................................. Mathematics Science and Technology Education
Maistry-Reddy, J Mrs ........................................................................................... Educational Foundations
Manyoni, MP Mr .................................................................................................. Educational Foundations
Mdletshe, T Ms .......................................................................................... Deans Office: Resource Centre
Mkhonza, ZH Mrs ........................................................... Mathematics Science and Technology Education
Mthembu, TK Mr ............................................................................... Dean’s Office: Faculty Administration
Mtotywa, P Mrs. ........................................................................................... Dean’s Office: Faculty Office
Sibiya, MW Mr........................................................................................... Languages and Social Sciences
Zuma, N Mr. ................................................................................................... Dean’s Office: Faculty Office

ix
ACRONYMS
FED = Faculty of Education
3DED = Doctoral qualification codes
3MED = Masters qualification codes
C = Core: Major modules
A = Ancillary: Supporting modules, not in the curriculum
E = selective modules, flexible to choose
S = Substitutes: if you do not see one check another
P = Prerequisite, not proceed to next level if lower is missing
FT = Full time
PT = Part time
NQFL = National Qualification Framework level
Cr=Credit module

NB:
For those who are viewing on website, colour coding, tables and shapes are for ease of reference
where: --
Pink = Foundation Programmes

Blue = Intermediate Programmes

Green = Senior and FET Programmes

Yellow = PGCE Programmes

RED TEXT = Emphasise programmes phasing out or to phase out

BLUE = Emphasise NO Modules during the period.

shape

RED = Emphasise NO INTAKE

shape

x
 FACULTY OF EDUCATION STRUCTURE

FACULTY OF EDUCATION

FACULTY DEAN

DEPUTY DEAN DEPUTY DEAN

RESEARCH AND INNOVATIONS TEACHING AND LEARNING

DEPARTMENTS

Mathematics Science and technology Education

Educational Foundations

Languages & Social Sciences

ACADEMIC
SUPPORT SERVICE RESOURCE CENTRE

xi
 TABLE OF CONTENTS

CONTACT THE REGISTRAR’S UNIT ............................................................................................................... I

ACCOUNTABILITY ........................................................................................................................................... 1

UNIVERSITY OF ZULULAND (UNIZULU): OFFICE BEARERS ...................................................................... II

UNIZULU DEANS ............................................................................................................................................. III

FACULTY OF EDUCATION (FED) OFFICE BEARERS ................................................................................. IV

DEAN’S OFFICE CONTACT DETAILS ........................................................................................................... V

HEADS OF DEPARTMENTS .......................................................................................................................... VI

ACADEMIC STAFF ........................................................................................................................................ VII

FACULTY OF EDUCATION STRUCTURE ..................................................................................................... XI

TABLE OF CONTENTS ................................................................................................................................. XII

FED.1. RULES .................................................................................................................................... 15

FED.1.1. FACULTY RULES AUTHORITY OF THE GENERAL RULES ...................................... 15

FED.1.2. FACULTY-SPECIFIC RULES ....................................................................................... 15

FED.1.3. ADMISSIONS ................................................................................................................ 15

FED.1.4. REGISTRATIONS ......................................................................................................... 15

FED.1.5. MODULES ..................................................................................................................... 15

FED.1.6. CONTINUATION OF STUDIES..................................................................................... 15

FED.1.7. INTERNATIONAL STUDENTS ..................................................................................... 15

FED.1.8. EXAMINATIONS AND PASS REQUIREMENTS .......................................................... 16

FED.1.9. RELATION BETWEEN NOTIONAL HOURS, CREDITS AND EXAM PAPERS .......... 16

FED.1.10. EXCLUSION RULES (AS SHOWN ON G20A (5); PG 86 OF THE CALENDAR .......... 16

FED.1.11. SOUTH AFRICAN COUNCIL FOR EDUCATORS ........................................................ 16

FED.1.12. PROFESSIONAL STATUS (SACE) AND SCHOOL EXPERIENCE ............................. 16

xii
 FED.1.13. SCHOOL EXPERIENCE MODULES ............................................................................ 16

FED.1.14. PRE/CO REQUISITES .................................................................................................. 16

FED.1.15. MODULE CHANGES/ MODIFICATION OF COURSES ............................................... 17

FED.1.16. LEAVE OF ABSENCE FOR STUDENT TEACHERS.................................................... 17

FED.1.17. EDUCATION BURSARY SCHEMES (FUNZA LUSHAKA) ........................................... 17

FED.1.18. WARNING AGAINST PLAGIARISM ............................................................................. 17

FED.1.19. LANGUAGE MEDIUM ................................................................................................... 17

FED.1.20. ADMISSION REQUIREMENTS FOR UNDERGRADUATE PROGRAMMES............... 18

FED.1.20.1. GENERAL ADMISSION REQUIREMENTS ............................................................. 18

FED.1.20.2. CALCULATION OF THE ADMISSION POINTS SCORE (APS) SCORE ................ 18

FED.1.20.3. ELECTION MODEL: ................................................................................................. 18

FED.1.20.4. MINIMUM ADMISSION REQUIREMENTS TO BACHELOR DEGREES ............... 19

FED.1.21. FACULTY DEPARTMENTS ............................................................................................... 20

FED.1.22. FACULTY OF EDUCATION QUALIFICATIONS ................................................................ 20

FED.1.23. QUALIFICATIONS, PROGRAMMES AND CURRICULA ................................................... 22

FED.1.24. RECOGNISED SCHOOL TEACHING SUBJECTS ............................................................ 23

FED.2. 4 YEAR FT BACHELORS DEGREES: ACTIVE IN THE SYSTEM. ...................................................... 23

FED.2.1. BACHELOR OF EDUCATION: FOUNDATION PHASE TEACHING –3BFPT1 ....................... 24

FED.2.1.1 LIST OF MODULES WITH NQF LEVELS, CREDITS AND PRE - REQUISITES. ...... 24

FED.2.1.2 BACHELOR OF EDUCATION: FOUNDATION PHASE. QUAL. CODE: 3BFPT1 ...... 26

FED.2.1.3 MODULE CONTENT & OUTCOMES FOR FOUNDATION PHASE – 3BFPT1 ......... 27

FED.2.1.4 MODULE CONTENT & OUTCOMES FOR FOUNDATION PHASE – 3BFPT1 .......... 33

FED.2.1.5 TEACHING PRACTICE MODULE CONTENT AND OUTCOME – 3BFPT1 ............... 37

FED.2.2 BACHELOR OF EDUCATION: INTERMEDIATE PHASE TEACHING –3BDIP1 .................... 39

FED.2.5.1 LIFE ORIENTATION AND LANGUAGE – EBDFT1 .................................................. 106

FED.2.5.2 HISTORY AND LANGUAGE – EBDFT2 ................................................................... 113

FED.2.5. GEOGRAPHY AND LANGUAGE – EBDFT3 .............................................................. 119

FED.2.5.4 ACCOUNTING/BUSINESS MANAGEMENT/ECONOMICS – EBDFT4.................... 125

FED.2.5.5 HISTORY AND GEOGRAPHY – EBDFT5 ............................................................... 132

xiii
 FED.2.5.6 COMPUTER SCIENCE AND MATHEMATICS – EBDFT6 ....................................... 138

FED.2.5. PHYSICAL SCIENCE AND MATHEMATICS – EBDFT7 ...................................................... 144

FED.2.6. FOUNDATION & INTERMEDIATE PHASE PROGRAMMES – PHASING OUT ...................................... 158

FED.2.6.1 EMS AND LANGUAGE EDUCATION - EBDIS1........................................................ 158

FED.3. POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE) ........................................................... 239

FED.4. WEIGHTING OF MODULE TESTS AND ASSIGNMENTS .............................................................. 286

xiv
FED.1. RULES

FED.1.1. FACULTY RULES AUTHORITY OF THE GENERAL RULES

The faculty rules valid for the different qualifications, programmes and curricula of this faculty
and contained in this faculty calendar are subject to the General Rules of the University, as
determined from time to time by the Council of the University on recommendation by the
Senate. The faculty rules should therefore be read in conjunction with the General Rules.

FED.1.2. FACULTY-SPECIFIC RULES

The faculty rules valid for the different qualifications, programmes and curricula of this faculty
and contained in this faculty handbook are subject to the General Rules of the University, as
determined from time to time by the Council of the University on the recommendation by the
Senate. The faculty rules should therefore be read in conjunction with the General Rules.

Below are the detailed Faculty Specific Rules: -

General rules supersede Faculty rules.
Therefore, the following applies:
Faculty rules should be in line with those of the University.
Where Faculty rules are in conflict with those of the University, General university rules will
apply.

FED.1.3. Admissions
a) All applications for undergraduate programmes are done through the Central
Applications Office (CAO), General rule G4.
b) General Admission Criteria is also stipulated on pp77-79 of the General Calendar as
Categories from Category 1 to Category 7.

FED.1.4. Registrations
Once registered, a student is bound to all rules and regulations applicable to students;
General Rule G5 (3)

FED.1.5. Modules
a) Subjects are presented in modules; of which everyone is awarded a specific credit
value.
b) Each module must be passed individually.
c) Each module has a code and a descriptive name, for example 3LEL111 (English First
Additional Language 1A).
d) The meaning of the digital codes of these names is explainable (first digit stands for
the year, middle one number of papers and last one semester).

FED.1.6. Continuation of studies.

a) On taking an appropriate Bachelor degree; students are not automatically admitted to
the postgraduate programmes of the Faculty.
b) Admission and registration for postgraduate programmes take place in accordance with
the General Rules.
c) Prospective postgraduate students are advised to consult the University’s Manual for
Postgraduate Studies before applying for admission.

FED.1.7. International Students

15
 a) An international student must have his or her qualifications verified by USAf for
undergraduates and SAQA for postgraduates who have foreign undergraduate
qualifications.
b) For professional qualifications, students must register with the appropriate Professional
Board.
c) The Office for international students should be contacted for additional information.

FED.1.8. Examinations and Pass requirements

a) Admission to examinations, the number of examination possibilities, pass
requirements of modules and curricula, repetition of endorsed modules and
b) the requirements that mini-dissertations, dissertations and theses must conform to are
extensively discussed in the General Rules and/or Postgraduate Guide.

FED.1.9. Relation between notional hours, credits and examination papers

The duration of an examination paper of 8 and 12-credit module is usually two hours and the
duration of examination papers that count for 16, 24 or 32 credits is usually three hours.

FED.1.10. Exclusion Rules (as shown on G20A (5); pg 86 of the General Calendar)
A student, who have failed to obtain the minimum credits at the end of each semester, as
detailed below, shall be excluded from the Faculty and University as per Rule G20A:

a) In the case of a three-year degree programme:

− Three years, a minimum of 180 credits.
− Four years, a minimum of 300 credits.
− Five years, if a degree has not been obtained.

b) In the case of a four-year degree programme:

− Three years, a minimum of 240 credits.
− Four years, a minimum of 384 credits.
− Five years, a minimum of 420 credits.
− Six years, if a degree has not been obtained.

FED.1.11. South African Council for Educators

All student teachers are strongly advised to apply for SACE during their final year of
registration which is the Professional Council for Educators, that aims to enhance the status
of the teaching profession through appropriate Registration, management of Professional
Development and inculcation of a Code of Ethics for all educators.

FED.1.12. Professional status (SACE) and School Experience

Any student who has obtained a qualification in the Education field at any University in South
Africa and has acquired experience during Teaching Practice may register as a Professional
teacher with the South African Council of Educators (SACE).

FED.1.13. School Experience Modules

It is very important that students submit their assessments before deadlines in order to speed
up the process of mark capturing; should the student miss the submission dates this will lead
to them having to register extra year and may have impact in their funding. Education
Professional Practice Unit starts the process of capturing marks in mid-October of every year
and all marks should be in the system when the cycle is open for month 11 with all other
results. Students who are repeating year level 2, semester 2 modules are not allowed
to go out on Teaching Practice.

FED.1.14. Pre/Co requisites

A pre/co- requisite rule is very important and should be applied for the purpose of smooth
auto promotion. A pre-requisite is a module that a student should register before
16
 registering in the associated module in the next level. Pre-requisite modules give students
the knowledge which is required in the next level. A co-requisite is a module that a student
must register at the same time as another associated module.

FED.1.15. Module changes/ Modification of courses

Cancellations and additions (Add & Drop cycle) of modules is done once per semester during
the official modification period through the registration office. No changes are done once the
system is closed. Applications during modification are issued by registration office and
should be approved by the Lecturer concerned and Head of Department before being
captured by officials in the registration office.

FED.1.16. Leave of absence for student teachers

Students who have been away due to sickness during lecturing periods and missed tests
and deadlines for submission of assignments should report and provide supporting
documents to the Lecturer involved and copies to the HoD or Programme Coordinator,
Faculty Manager’s office and Student Services Division (SSD). Should leave of absence
affect examination periods, those documents should be submitted directly to exams office
for the purpose of applying for Aegrotat examinations.

FED.1.17. Education Bursary Schemes (FUNZA LUSHAKA)

Funza Lushaka applications are done on line. Prospective and returning applicants should
apply online. Visit http://www.funzalushaka.doe.gov.za/. Selection Committee has been put
in place to execute selection matters. The Committee consist of the following members: -
a) Faculty Manager
b) Faculty Officer for administrative support to the Faculty Manager
c) Financial Aid Officer who manages claims for Funza Lushaka and interacts with
NSFAS
d) Deputy Dean – Teaching and Learning
e) Provincial Department of Education Representative or Official
f) Two Academic Staff for academic advice

FED.1.18. WARNING AGAINST PLAGIARISM

Assignments are individual tasks and not group activities (unless explicitly indicated as
group activities). Students are therefore cautioned not to plagiarise other individual’s
work without acknowledging the author or the source of that work. Should a student or a
researcher use someone else’s work without proper acknowledgement, that will be
regarded as plagiarism as it is unethical. Plagiarism Policy rule of the University will be
applied to address such cases.

FED.1.19. LANGUAGE MEDIUM

The Language of Instruction in all undergraduates and postgraduate contact sessions is
English. All study guides, tests and examination papers are made available to students in
English. Students, tests and examination papers are made available to students in English.
Students may answer any written or oral or examination in English.

17
FED.1.20. ADMISSION REQUIREMENTS FOR UNDERGRADUATE PROGRAMMES

FED.1.20.1. GENERAL ADMISSION REQUIREMENTS

In making its selections of applicants for admission to its Certificate and B Degree
programmes, the Faculty of Education will be guided by the general rules of the university and
that of the faculty regarding minimum entry requirements as explicated in the relevant
yearbooks. However, the Faculty of Education reserves the right to consider applications
based on the availability of space in programmes.

FED.1.20.2. CALCULATION OF THE ADMISSION POINTS SCORE (APS) SCORE

This applies to both Grade 12 learners in 2008 and thereafter and Matric learners in 2007
and before.
The University uses the M-Score (Matric score) rating system which awards points to 4 relevant
matric subjects passed, according to the scale below. Please note that the minimum rating
points depend on the programme. The University uses the (Academic Point Score) APS-Score
rating system which awards points to 6 relevant National Senior Certificate (NSC) subjects.
The results obtained in four prescribed (designated) and two NSC recognised subjects are
used for the calculation of the APS Score. The results obtained in Life Orientation are excluded.
A pass at level 4 (50-59%) in two languages, including the language of instruction at either the
Home or First Additional Language level. A student who wishes to enrol for any module in
Mathematics, must have obtained a mark of at least 60% (level 5) in the grade 12 Mathematics
examination of the new NSC after 2008 or at least Mathematics HG-D or SG-C in the old SC
prior to 2008.

FED.1.20.3. ELECTION MODEL:

DETERMINING THE APS (ACADEMIC PERFORMANCE SCALE)
APS Marks APS MATRIC
score
NSC scale HIGHER STANDARD
GRADE GRADE
8 90-100% 8
7 80-89% 7 A
6 70-79% 6 B A
5 60-69% 5 C B
4 50-59% 4 D C
3 40-49% 3 E D
2 30-39% 2 F E
1 0-29% 1 G F

18
FED.1.20.4. MINIMUM ADMISSION REQUIREMENTS TO BACHELOR DEGREES – MAIN
STREAMS

Students who have achieved the required points for entry into Bachelor degrees may be
admitted into main stream of Bachelor Degree programmes. These applicants need a
“Bachelors” matric pass with good APS points.

Bachelor of Education
B. Ed (4 yrs.)
Specialisation Programme and Required NSC Subjects Required SC Subjects APS Selection
Plus Selection Criteria Plus Selection Criteria Test
Curriculum code

Foundation Phase
NSC endorsement with: - Matric Exemption with: -
B. Ed in 3BFPT1 26 No
− IsiZulu HL4 and − IsiZulu 1st Lang
Foundation Phase
Teaching − Engl FAL4 HG-D or SG-C
− Maths 3 or Maths − Engl HG-D or SG-
Literacy 4 C.
− Maths HG-E or
SG-D
Intermediate Phase
NSC endorsement with: - Matric exemption with: -
B. Ed Intermediate 3BDIP1 26 No
− IsiZulu 4 and − IsiZulu HG -D or
Phase Teaching:
Language & MSTE − English 4 SG-C
− Either − Engl HG -D or
Mathematics 4 SG- C
− Physical Science − Either Maths HG-
3 D or SG-C
OR Physical Sci HG -
− Physical Science E or SG - D
4 OR
− Mathematics 3 − Physical Sci HG-
D or SG-C and
Maths HG -E or
SG -D
NSC endorsement with: - Matric exemption with: -
B.Ed. 3BDIP2 26 No
− IsiZulu 4 and − IsiZulu HG-D or
Intermediate.
Phase Teaching: − Engl 4 plus SG-C
Lang & Humanities − Geog 4 and Hist 4 − Engl HG-D or SG-
C
− Geography HG-D
or SG-C
− History HG-D or
SG-C

Importantly:
Please note the following: -
− All these requirements are compulsory.
− Preference is given to applicants who rank these programmes as choice number 1 or 2.
− USAf (HESA) letter is required for mature age student

19
FED.1.21. FACULTY DEPARTMENTS
Breakdown of the different departments that are in the faculty

Names of Departmental Head of Department Corporate Secretaries

Departments Abbreviations and contact numbers
Early Childhood ECE Prof TA Mbatha- Mr M W Sibiya
Education Ngubane
[email protected]
a
Phone No. 035902 6725
Mathematics MSTE Mr NH Ngwenya Ms Z Mkhonza
Science and
[email protected]
Technology a
Education
Phone No. 035902 6714
Languages and LSS Dr NP Khumalo Ms Z Mkhonza
Social Sciences
[email protected]
a
Phone No. 035902 6714
Educational EF Dr HR Mhlongo Mrs J Reddy-Maistry
Foundations
[email protected]
Phone No.035902 6233

FED.1.22. FACULTY OF EDUCATION QUALIFICATIONS

University of Zululand is authorised to award a number of undergraduate degrees in the

Faculty of Education. These qualifications are not necessarily presented in all subjects and
also not necessarily full-time and/or part-time in all subjects. They are:

FED.1.22.1 BACHELOR OF EDUCATION PROGRAMMES OFFERED – HEQSf ALIGNED

Qualification Name Qual. Specialization in Campus First Cohort (PQM Summary)

Code
First year of First year of
Registration Graduation

BACHELOR OF EDUCATION: Foundation Phase Teaching

B. Ed in Foundation 3BFPT1 Foundation Phase Main 2018 2022

Phase Teaching

BACHELOR OF EDUCATION: Intermediate Phase

B. Ed in Intermediate 3BDIP1 Language and MSTE Main 2018 2022

Phase Teaching

B. Ed in intermediate 3BDIP2 Language and Main 2018 2022

Phase Teaching Humanities

BACHELOR OF EDUCATION: SP AND FET Band (NO NEW INTAKE IN 2023)

20
 Bachelor of Education in 3BDSF1 NST – Natural Main 2020 2024
SP and FET Teaching Science Technology

Bachelor of Education in 3BDSF2 HSSE – Humanities Main 2020 2024

SP and FET Teaching and Social Science
Education

Bachelor of Education in 3BDSF3 EMS - Economics and Main 2020 2024

SP and FET Teaching Management
Sciences

POST GRADUATE CERTIFICATE IN EDUCATION

Post Graduate Certificate 3PGFT1 Further Education and Main 2018 2019
in Education Training (FET)

Post Graduate Certificate 3PGSF2 Senior Phase and FET Main 2018 2019
in Education (SP&FET)

FED.1.22.2 PROGRAMMES THAT ARE PHASING OUT AS OF 2018 (NO NEW INTAKE)
Department Qual. Specialization in Campus Teach Out Plan Summary

C Last intake Last Graduation

o
d
e

BACHELOR OF EDUCATION: FET Band (Old Curriculum- Phasing Out)

Bachelor of Education: Further EBDFT1 Life Orientation and Main 2019 2025
Education and Training Language Education

Bachelor of Education: Further EBDFT2 History and Language Main 2019 2025
Education and Training

Bachelor of Education: Further EBDFT3 Geography and Language Main 2019 2025
Education and Training

Bachelor of Education: Further EBDFT4 Accounting, Business Main 2019 2025

Education and Training Economics and
Economics

Bachelor of Education: Further EBDFT5 History and Geography Main 2019 2025
Education and Training

Bachelor of Education: Further EBDFT6 Computer Science and Main 2019 2025
Education and Training Mathematics

Bachelor of Education: Further EBDFT7 Physical Science and Main 2019 2025
Education and Training Mathematics

BACHELOR OF EDUCATION: Intermediate Phase (Old Curriculum – Phasing out)

Bachelor of Education: Intermediate EBDIS1 EMS and Language Main 2017 2023
and Senior Phase Education

Bachelor of Education: Intermediate EBDIS2 EMS and Life Orientation Main 2017 2023
and Senior Phase

Bachelor of Education: Intermediate EBDIS3 Mathematics, Science Main 2017 2023

and Senior Phase and Technology
Education

21
 Bachelor of Education: Intermediate EBDIS4 Life orientation and Main 2017 2023
and Senior Phase Language Education

Bachelor of Education: Intermediate EBDIS5 Social Sciences and Main 2017 2023
and Senior Phase Language

BACHELOR OF EDUCATION: Foundation Phase (Old Curriculum – Phasing out)

Early Childhood Development EBEDEF Early Childhood Main 2017 2023

FED.1.23. QUALIFICATIONS, PROGRAMMES AND CURRICULA

Different qualifications can be obtained in one Faculty. A specific qualification may be
obtained in one or more programmes. The term programme indicates a specific field of
study, and in each programme one or more curricula are available. A prospective student
must therefore first decide which qualification he/she wants to obtain. For example, after
a student has decided he/she would like obtain a B. Ed degree, he has to select a
programme, for instance Language and Social Sciences or Language and MSTE etc. If
the student decides on the Language and Social Sciences, he/she must then study the
different curricula offered in this programme and finally decide on a curriculum. Information
and the rules for the different qualifications, programmes and curricula are explained in
this yearbook.
University of Zululand is authorised to award the following degrees in undergraduate
studies in the Faculty of Education as shown in Tables below.

FED.1.23.1 ACADEMIC STANDARDS FOLLOWED FOR OFFERED PROGRAMMES

Each programme structure, method of delivery and presentation that are included in this
Faculty yearbook programme are subject to the policy laid down by the Institutional
Committee for Academic Standards (ICAS) of the University of Zululand (UNIZULU) and
consistent with the requirements of the Council on Higher Education (CHE), the Higher
Education Qualifications Framework (HEQSf), the Department of Higher Education and
Training (DHET), the South African Qualifications Authority (SAQA) and the Minimum
Requirements for Teacher Education Qualifications (MRTEQ).

FED.1.22.3 BACHELOR OF EDUCATION NEW CURRICULUM

New B.Ed. programmes (Foundation Phase and Intermediate Phase) have been
developed, approved and accredited by Council on Higher Education. The purpose of the
new B.Ed. programmes is to develop professionally qualified teachers. These
programmes are based on MRTEQ guidelines and are HEQSF aligned. In these new
B.Ed. programmes, students have option to specialise in the Foundation phase teaching
or Intermediate phase teaching or Senior Phase and FET. The programme is sitting at
NQF level 7. On completion of this current B. Ed degree which is HEQSf-aligned,
graduates can exit the university system with this qualification or they can articulate to
B.Ed. Honours which is at NQF level 8.

22
 The Bachelor of Education degree is a four year, full-time, contact class programme. As
explained in the paragraph above, this programme is offered under three different phases
of specialization; which are: Foundation Phase teaching and Intermediate Phase
Teaching. These specialisation are categorised as follows: -
❖ Foundation phase (Grade R – 3)
❖ Intermediate Phase (Grade 4 – 6)

FED.1.24. RECOGNISED SCHOOL TEACHING SUBJECTS

Applicants are advised to take note of recognised school teaching subjects.

A National Senior Certificate (NSC) certified by Umalusi has 3 forms of subject

groups that meets the minimum requirements for admission to universities . They are
categorised as follows: -

Compulsory subjects Designated Subjects Recognised subjects

(These are also designated (Applicant must have (only maximum of two can be
subjects excluding Life obtained a “4” (50-59%) in at counted on these subjects)
Orientation) least four of these subjects) Agricultural Management
Two official languages Accounting Practices
Mathematics and Agricultural Sciences Dance Studies
Mathematical Literacy Business Studies Design
Life Orientation Consumer Studies Mechanical Technology
Dramatic Arts Electrical Technology
Engineering Graphics & Tourism
Design Agricultural Technology
Physical Sciences Languages
Geography Civil Technology
Information Technology Computer Applications
Languages Technology
Life Sciences Hospitality Studies
Mathematical Literacy
Mathematics

FED.2. 4 YEAR FT BACHELORS DEGREES: ACTIVE IN THE SYSTEM.

BACHELOR OF EDUCATION PROGRAMMES – 4 YEARS FULL TIME

Qualification and Ministerial Codes New Codes Mode of Campus NQF

Specialisation 2019 and before 2019 and after delivery level

B. Ed in Foundation EBFPT1 3BFPT1 Full time Main 7

Phase Teaching

B. Ed in Intermediate EBDIP1 3BDIP1 Full time Main 7

Phase Teaching

B. Ed in intermediate EBDIP2 3BDIP2 Full time Main 7

Phase Teaching

23
FED.2.1. BACHELOR OF EDUCATION: FOUNDATION PHASE TEACHING –3BFPT1

FED.2.1.1 LIST OF MODULES WITH NQF LEVELS, CREDITS AND PRE - REQUISITES.
B. Ed in Foundation Phase Teaching : Early Childhood Education
Module Codes Descriptive name Credits NQFL Pre/ Co
requisites

3EZU111 IsiZulu Home Language 1* 10 5 NONE

3ENG112 English FAL 1 10 6 NONE

3ELK111 Life Skills 1A* 10 5 NONE

3ELK112 Life Skills 1B* 10 6 NONE

3EMA111 Basic Mathematics 1A* 10 5 NONE

3MA112 Basic Mathematics 1B* 10 6 NONE

3EDS111 Education Studies 1A: Child 12 6 NONE

Development *

3EPS112 Pedagogical Studies 1B: 12 5 NONE

Classroom Management

3ECA100 Academic and Computer Literacy* 16 5 NONE

3EZU212 IsiZulu Home Language 2 10 6 NONE

3ELG211 Language Education (English FAL) 10 6 EENG112

2A
3ENG112

3ELG212 Language Education (isiZulu HL) 10 6 EEZU111

2B*
3EZU111

3ELK211 Life Skills 2A 10 6 NONE

3ELK212 Life Skills 2B 10 6 NONE

3EMA211 Mathematics Education 2A* 12 6 NONE

3EMA212 Mathematics Education 2B 12 6 EEMA111

3EMA111

3EPS211 Pedagogical Studies 2A: 12 6 NONE

Curriculum Development

3EDS212 Education Studies 2B: Child 12 6 NONE

Development

3ECL200 Conversational Language Afrikaans 16 5 NONE

3ENG311 English FAL 3 10 6 EENG112

3ENG112

3EZU312 IsiZulu Home Language 3 10 7 EEZU111

3EZU111

3EGL311 Language Education (English FAL) 10 6 EEGL211

3A
3EGL211

3EGL312 Language Education (IsiZulu HL) 12 6 NONE

3B

24
3EDS311 Education Studies 3A: Child 12 6 EEDS111
Development
3EDS111

3ELK312 Life Skills Education 3B 10 6 NONE

3EMA300 Mathematics Education 3 24 7 EEMA112

3EMA112

3EZU400 IsiZulu Home Language 4 12 7 EEZU212

3EZU212

3ENG400 English FAL 4 10 7 EENG211

3ENG211

3ELK400 Life Skills Education 4 (Service 30 7 NONE

Learning)

3EDS400 Education Studies: Educational 12 7 NONE

Law and Systems

3EDS410 Education Studies: Sociology and 12 7 NONE

Philosophy

3EDS420 Education Studies: History and 12 7 NONE

Comparative Education

3ETP100 School Experience (FP)1* 10 5 NONE

3ETP200 School Experience 2 * 10 6 EETP100

3ETP100

3ETP300 School Experience 3 40 6 EETP200

3ETP200

EEDS212

3EDS212

EELK212

3ELK212

EEMA212

3EMA212

EEZU212

3EZU212

EEGL212

3EGL212

3ETP400 School Experience 4 40 7 EETP300

3ETP300

25
FED.2.1.2 Qualification Name: Bachelor of Education: Foundation Phase Teaching. Qualification Code: 3BFPT1
Year Level 1 Year level 2 Year level 3 Year level 4
First Semester First semester First semester First semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr

3EZU111 C 10 3ENG211 C 10 3ENG311 C 10

3ELK111 C 10 3EGL211 C 10 3EGL311 C 10
3EMA111 C 10 3ELK211 C 10 3EDS311 C 12
3EDS111 C 12 3EMA211 C 12
3EPS211 C 12
Total 1st 42 Total 1st 54 Total 1st 32
semester semester semester
Year Level 1 Year Level 2 Year Level 3
Year Level 1 Year level 2 Year level 3 Year level 4
Second Semester Second Semester Second Semester Second Semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr

3ENG112 C 10 3EZU212 C 10 3EZU312 C 10

3ELK112 C 10 3EGL212 C 10 3EGL312 C 12
3MA112 C 10 3ELK212 C 10 3ELK312 C 10
3EPS112 C 12 3EMA212 C 12
3EDS212 C 12
Total 2nd 42 Total 2nd 54 Total 1st 32
semester semester semester

Year Level 1 Year level 2 Year level 3 Year level 4

Year modules Year modules Year module Year modules
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr
3ECA100 C 16 3ECL200 C 16 3EMA300 C 24 3EZU400 C 12
3ETP100 C 10 3ETP200 C 10 3ETP300 C 40 3ENG400 C 10
3ELK400 C 30
3EDS400 C 12
3ETP400 C 40
3EDS410 C 12
3EDS420 C 12
Total Year 26 Total Year 26 Total Year 64 Total Year 128
credit credit credit credit

Overall Total 110 Overall Total 134 Overall Total 128 Overall Total 128
year level 1 year level 2 year level 2 year level 2
TOTAL NUMBER OF CREDITS 500

26
FED.2.1.3 Module content and outcomes for foundation phase teaching – 3BFPT1

FOUNDATION PHASE TEACHING -SEMESTER COURSES

Module Semester1:3EZU111 NQF Semester2: 3ENG111 NQF

code:- level: 5 level: 6

Title: ISIZULU (HL) 1 Title: English (FAL) 1

Content: Content:

− IsiZulu word Class grammar − Spoken English

− IsiZulu linguistic skills (sentence analysis − Written English.
and construction of sentence types, − Dictionary usage.
phrases and clauses in creative writing) − English morphemes.
− IsiZulu phonetics and phonology − English language communication
− Note-taking and note-making in IsiZulu skills for academic language use.
− Speaking and oral presentation in IsiZulu
Module outcomes: Module outcomes:
By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with:

− competence to apply word class grammar − competence to communicate

to written isiZulu. effectively and competently in
− competence to apply word class grammar English.
to spoken isiZulu. − Competence to use English
− competence to apply isiZulu in various language appropriately in a variety
forms of communication in their future of contexts using both spoken and
studies. - written forms.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1:3ELK111 NQF Semester2: 3ELK112 NQF

code:- level: 5 level: 6

Title: Life Skills 1A Title: Life Skills 1B

Content Content:

− Terminology related to Life Skills, moral − Key concepts in the nature and
development and human rights for the philosophy of science.
analysis and discussion of case studies. − Scientific literacy
− Curricula that supports a culture of human − Classification of scientific
rights and democracy. knowledge.
− The value of moral development as a − Science process skills
theoretical framework for human rights − Inquiry process
and value formation in learners in Grades − Science concept development in
R-3 children
− A school health policy − Technological literacy
− Signs, symptoms and effects of child − Technological problem solving and
abuse the application of the design process
− Procedure for reporting child abuse and
supporting child abuse victims
Module outcomes Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with:

− an understanding self and interpersonal − competence to explain scientific and

relationships technological literacy
− an understanding of the concept of human − competence to apply science
sexuality as an integral part of the total process skills to a scientific
person which finds expression throughout investigation
the human life cycle. − competence to apply the design
− competencies related to eating and fitness process to a technological problem
for an active healthy lifestyle

27
− an understanding of the environmental − competence to explain how children
threats to the health and wellbeing of learn scientific concepts-
learners, families, schools and
communities.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This modules is

by means of assignments, tests and an coursework/research which is assessed
examination by means of examination

Module Semester1: 3EMA111 NQF Semester2: 3EMA112 NQF

code:- level: 5 level: 6

Title: Basic Mathematics 1A Title: Basic Mathematics 1B

Content: Content:

− Mathematical operations using whole − Problem solving using geometric

number, fractions, decimals and properties
percentages. − Geometric constructions to
− Fractions, decimals and percentages. complete simple proofs
− Problem solving involving exponents. − Geometrical reasoning skills and
argumentation
− Construction of geometric diagrams
from familiar and unfamiliar contexts
Module outcomes: Module outcomes:
By the end of the module, students should be By the end of the module, students should
equipped with: - be equipped with: -

− understanding of key concepts in number − problem solving skills using

theory properties of geometry
− understanding and competence to − geometric reasoning from diagrams
conversions between fractions, decimals, − use diagrams as an aid to writing
ratio and percentages. rigorous proofs
− Understanding and competence to apply − ability to visualize geometric
the laws of exponents problems and represent them
accurately in familiar and unfamiliar
contexts
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester 1:3EDS111 NQF Semester2: 3EPS112 NQF

code:- level: 5 level: 6

Title: Education Studies 1A: Child Development Title: Pedagogical Studies 1B: Classroom
Management

Content: Content:
Domains of child development − Managing discipline in the
Foundation Phase.
Physical developmental stages − Managing health, safety and
Importance of play equipment in Foundation Phase
classrooms.
− Managing the classroom
environment for learner participation.
− Classroom administration.
− Developing own classroom
management plan and tasks.
− Education law and the provisions
regulating classroom management
and administration.
Module outcomes: Module outcomes:
By the end of the module, students should be By the end of the module, students should
equipped with: - be equipped with:

28
− knowledge of the different domains of child − an understanding of general
development classroom management and
− an understanding of the physical administration issues and
development stages and know which techniques
activities are appropriate for each stage − an understanding of how these
− an understanding of theories of child issues and techniques apply to the
development and developmental Foundation Phase classroom
milestones.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1: 3ENG211 NQF Semester2: 3EZU212 NQF

code:- level: 6 level: 6

Title: English (FAL) 2 Title: IsiZulu (HL) 2

Content: Content:

− English sentence structure and its analysis − IsiZulu sentence structure and its
− Varieties of English. analysis
− Functional language for different − Varieties of IsiZulu.
communication purposes. − Functional language for
− Graphical representation of English communication in IsiZulu
sentences (Tree Diagrams) − Graphical representation of IsiZulu
sentences (Tree Diagram)
Module outcomes: Module outcomes:
By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with:

− competence to identify, construct and use − competence to communicate

different English sentences depending on effectively in written isiZulu
structure − competence to communicate
− competence to analyse English sentences effectively in spoken isiZulu
to identify meaning and purpose . − understanding of structure and
analysis of isiZulu.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1: 3EGL211 NQF Semester 2: 3EGL212 NQF

code:- level: 6 level: 6

Title: Language Education (English FAL) 2A Title: Language Education (IsiZulu HL) 2

Content: Content:

− Second Language Acquisition Theories − First Language Acquisition Theories

− Teaching and learning aids for foundation − Teaching and learning aids for
phase classrooms for listening and listening and speaking in IsiZulu in
speaking in English as a second language. the foundation phase
− Incorporation of play in the teaching of − Play in the teaching of listening and
literacy. speaking IsiZulu as a home
− Environmental and biological influences on language
language acquisition. − Environmental and biological
− Plan, teach and assess English as a second influences on IsiZulu language
language in the Foundation Phase acquisition.
focussing on literacy skills − Plan, teach and assess IsiZulu
listening and speaking
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with

− competence to plan, teach, assess and − competence to plan, teach, assess

develop resources for the teaching of and develop resources for the
listening and speaking of English.

29
− competence to identify learners with teaching of listening and speaking of
barriers to listening and speaking of English IsiZulu.
and plan appropriate intervention − competence to identify learners with
strategies. barriers to listening and speaking in
− competence to apply a play-based IsiZulu
approach to the teaching of listening and − competence to plan appropriate
speaking. interventions strategies for learners
with barriers to listening and
speaking in IsiZulu.
− Competence to apply a play-based
approach to the teaching of listening
and speaking in isiZulu:-
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1:3ELK211 NQF Semester2: 3ELK212 NQF

code:- level: 6 level: 6

Title: Life Skills 2A Title: Life Skills 2B

Content: Content:

− Theoretical aspects of the development of − Major events in South African history

creativity and aesthetic appreciation − Physical geography, particularly soil
− Barriers to the development of creativity in formation, the solar system, the
young learners water cycle, the atmosphere
− Design principles in visual art − Concepts related to Ecosystems
− Developing singing activities for the − Environmental issues (pollution,
Foundation Phase. global warming, waste management,
− Playing a selection of instruments suitable deforestation, desertification,
for the foundation phase biodiversity and extinction).
− Listening to, analysing and describing − Current issues debated at the earth
music summits
− Movement elements and skills in creative
movement activities
− Writing scripts for drama activities for
foundation phase learners
− Theoretical understanding of acting for
foundation phase learners
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with:

− understanding theoretical aspects of − foundational knowledge of South

creativity and aesthetics in visual arts, African history
music, dance and drama for young learners − foundational knowledge of physical
− competence to recognise barriers to the geography
development of creativity in young learners − an understanding of environmental
− competence to assess and evaluate their issues such as pollution, global
own and others’ visual arts, music, dance warming and waste management
and drama performances:- − competence to evaluate some of the
important issues
− competence to debate about the
impact of human behaviour on the
environment:-
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1: 3EMA211 NQF Semester2: 3EMA212 NQF

code:- level: 6 level: 6

Title: Mathematics Education 2A Title: Mathematics Education 2B

30
Content: Content:

− Theories on emergent numeracy. − How children learn to recognise,

− Theories of and approaches to teaching read and write numbers, basic
Mathematics. number operations, concepts and
− Teaching and learning Mathematics skills
through play. − The specialized nature of the
− Ethno-mathematics in various cultures. teaching of Mathematics as
− Barriers to the effective teaching and determined by the school curriculum.
learning of Mathematics − Planning, teaching and assessing for
− Resources development related to theme the development of number sense,
planning in mathematics patterns, functions and algebra in the
Foundation Phase.
− Resources to teach numbers,
patterns and functions
− Identification of barriers to effective
learning of number, operations and
relationships.
− Word sums: challenges for learners
and its facilitation
− Developing mathematical problem
solving abilities in foundation phase
learners (including modelling)
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: - be equipped with: -

− competence to apply theories and understanding of the specialized nature of

approaches used in the teaching of the teaching of Mathematics in the
Mathematics in the Foundation Phase Foundation Phase as determined by the
school curriculum-

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1: 3EPS211 NQF Semester2: 3EDS212 NQF

code:- level: 6 level: 6

Title: Pedagogical Studies 2A: Curriculum Title: Education Studies 2B: Child
Development development

Content: Content:

− Theories of curriculum development − Application of cognitive development

− Levels of curriculum development theory to a teaching environment
− Principles underpinning curriculum design − Application of recent theories of how
for the foundation phase children learn to teaching in the
foundation phase.
− Application of how knowledge about
development and learning of
language should reflect in teaching
of the foundation phase
− Application of knowledge on how the
development and learning of
mathematical concepts should
reflect in the teaching of foundation
phase
− Different kinds of barriers to learning
and how to support a learner in the
foundation phase classroom
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: be equipped with:

− understanding and application of theories of − Competence to explain the principles

curriculum development in the teaching of of cognitive development during
Foundation Phase learners childhood

31
− the ability to distinguish between − knowledge of development in
conventional, progressive, and liberation/ children’s thinking
critical theory and use these theories − an understanding of language
accordingly development from birth through
− understanding, recognising and evaluating childhood.
levels of curriculum development − An understanding of literacy
− understanding and adhering to principles development from birth through
underpinning curriculum design for childhood
foundation phase education − Competence to recognize signs of
developmental delays or
impairments in children.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments, tests and an assessed by means of assignments, tests
examination and an examination

Module Semester1: 3ENG311 NQF Semester2: 3EZU312 NQF

code:- level: 6 level: 7

Title: English ( English FAL)3A Title: IsiZulu HL 3B

Content: Content:

− Differences between genres of modern − Differences between genres of

literature. modern literature.
− Differences between genres of traditional − Differences between genres of
literature. traditional literature.
− visual literacy and dialogue − visual literacy and dialogue

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: - be equipped with:

− Competence in understanding modern − Competence in understanding

literature modern literature
− Competence in familiarity of traditional − Competence in familiarity with
literature traditional literature
− Competence in understanding dialogue and − Competence in understanding
visual literacy dialogue and visual literacy
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of assignments, tests and examination assessed by means of assignments, tests
and examination

Module Semester 1: 3EGL311 NQF Semester 2: 3ELG312 NQF

code:- level: 6 level: 6

Title: Language Education ( English FAL) 3A Title: Language Education 3B (isiZulu HL)
3B

Content: Content:

− Identify children’s literature and use them − Modern and traditional literature
for the teaching of literacy genres
− Materials for the teaching of literacy in the − Materials for the teaching of modern
foundation phase. and traditional literature for young
− Use resources for the teaching of literacy children.
in the foundation phase. − Teaching of traditional and modern
literature for young children.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: - be equipped with:

− Competence in Identify and use appropriate − Competence in analysing modern

children’s’ literature for the teaching and traditional literature
− Competence in develop materials for the − Competence in Teaching of modern
teaching of literacy, focussing on reading and traditional literature

32
 and writing. − Competence in The teaching and
− Competence in Prepare resources for assessment of modern and
teaching, planning, assessing and for the traditional literature
development of resources
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of assignments, tests and examination assessed by means of assignments, tests
and examination

Module Semester 1: 3EDS311 NQF Semester 2: 3ELK312 NQF

code:- level: 6 level: 6

Title: Education Studies 3A: Child Development Title: Life Skills Education 3B

Content: Content:
− Emotional development in young children
− Moral development in young children. − terminology of physical development
− Social development in young children. − one page report using academic
− Skills in fostering child-parent relationships language and referencing
Module Outcomes: Module outcomes:

− Competence in the emotional development By the end of the module, students should
of young children be equipped with:
− Competence in understanding moral
development in young children. − Competence to understand the key
− Competence in understanding social concepts and skills
development in young children. − Competence to understand the role
− Competence in developing skills to foster of indoor and outdoor activities
child-parent relationships. − Competence to develop specific
motor skills
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of assignments, tests and examination assessed by means of assignments, tests
and examination

FED.2.1.4 MODULE CONTENT & OUTCOMES FOR FOUNDATION PHASE TEACHING – 3BFPT1
FOUNDATION PHASE TEACHING – YEAR COURSES

Module code:- Year Level 1: 3ECA100 NQF level: 5

Title: Academic and Computer Literacy

Content:

− The role of language in learning and teaching

− Academic vocabulary
− Skills and strategies to read selectively
− Plagiarism
− Word processing skills needed for the writing process
− Referencing skills
− Developing a presentation
− Spreadsheets for basic data processing
− Emailing
− Information gathering skills in the library
− Internet search skills
− The role of computers in Foundation Phase Classrooms
− Developing teaching resources using computers
Module outcomes:

By the end of the module, students should be equipped with: -

− academic reading and writing skills
− critical reading skills
− academic language and skills in learning
− presentation skills
− skills to use information technology to plan, administer, develop teaching resources and
collect information
− skills needed to use computers in childhood education (5-9 year olds) classes

33
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and an

examination

Module code:- Year Level : 3ECL200 NQF level: 5

Title: Conversational Language Afrikaans

Content:

− Basic Afrikaans Language vocabulary,

− Pronunciation and sentence structures in various contexts such as shopping, in the
garden, at the hospital, at school, on the farm, sports
− Speech acts: greetings; expressing emotions; opening and closing a conversation;
responding to questions; using appropriate tone
Module outcomes:

By the end of the module, students should be equipped with:

− knowledge of basic Afrikaans vocabulary

− basic conversation in Afrikaans
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and an

examination

Module code:- Year Level 3: 3EMA300 NQF level: 7

Title: Mathematics Education 3

Content:

− Facilitate problem solving

− geometrical concepts during teaching
− Develop problem-solving activities
Module outcomes:
By the end of the module, students should be equipped with: -

− Competence in understanding the learning theories

− Competence in the ability to teach geometrical concepts
− Competence in understanding the importance of measurement
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination

Module code:- Year Level 4: 3EZU400 NQF level: 7

Title: IsiZulu HL 4

Content:

− Syntactic structures of isiZulu language.

− Semantic properties of isiZulu language.
− Pragmatic use and form of isiZulu language.
− Idiomatic use of isiZulu language for different purposes.
− Ambiguities in written and spoken isiZulu language.
Module outcomes:
By the end of the module, students should be equipped with: -
1. Competence in syntactic structures of isiZulu language.

2. Competence of isiZulu language.

3. Competence in practical application of IsiZulu

4. Competence in the use of isiZulu idiom

5. Competence in ambiguities in isiZulu.

5. Competence on Home Language development

34
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination

Module code:- Year Level 4: 3ENG400 NQF level: 7

Title: English FAL 4

Content:

− Identify different syntactic structures of English language.

− Analyse semantic properties of English language.
− Pragmatic uses and forms of English language.
− Construct idiomatic use of English language for different purposes.
− Construct and analyse ambiguities in written and spoken language.
Module outcomes:

By the end of the module, students should be equipped with: -

− Competence in understanding the syntactic structures of English language.

− Competence in conducting a semantic analysis of English language.

− Competence in applying English practically
− Competence in the use of English idiom
− Competence in identifying ambiguities in English.
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and exam,

Module code:- Year Level 4: 3ELK400 NQF level: 7

Title: Life Skills Education 4 (Service Learning)

Content:

− integrated Life Skills theme plan

− Service Learning project
− school community development
Module outcomes:

By the end of the module, students should be equipped with: -

− Competence in Life Skills

− Competence in Life Skills components for inclusion in a possible Service Learning project
− Competence in understanding of the concepts of community, community engagement, and
the different types of community engagement, particularly Service Learning.
− Competence in the acquisition of knowledge and strategies for identifying needs of the
community.
− Competence in the acquisition of knowledge and capacity to address the needs of the
community by means of a Service Learning project.
− Competence in the development of appropriate reflective skills.
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and exam

Module code:- Year Level 4: 3EDS400 NQF level: 7

Title: Educational Law and Systems

Content:

− Demonstrate an understanding of the South African education system

− Apply laws governing children
− Manage parent partnerships in childhood education
− Critique and analyse educational policies e.g. EWP5,
− Issues around school governance
Module outcomes:

By the end of the module, students should be equipped with: -

− Competence in understanding the legal structure of the South African education system
− Competence in understanding South African laws pertaining to children
− Competence in managing parent partnerships

35
− Competence in educational policies
− Competence in school governance
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination

Module code:- Year Level 4: 3EDS410 NQF level: 7

Title: Education Studies: Sociology and Philosophy

Content:

− Sociological and philosophical principles.

− Teaching practices with reference to various philosophical principles.

Module outcomes:

By the end of the module, students should be equipped with: -

− Competence in underpinning theories of sociology

− Competence in underpinning theories of philosophy

Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination

Module code:- Year Level 4: 3EDS420 NQF level: 7

Title: Education Studies: History and Comparative Education

Content:

− History of Education in South African

− International education systems

Module outcomes:

By the end of the module, students should be equipped with: -

− Understanding history of education systems of selected countries.

− Competence in Comparing education systems

− Competence in comparing various journal articles on education systems.

Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination

36
FED.2.1.5 TEACHING PRACTICE MODULE CONTENT AND OUTCOME – 3BFPT1
FOUNDATION PHASE TEACHING PRACTICE – YEAR COURSES

Module code:- Year Level 1: 3ETP100 NQF level: 5

Title: School Experience 1

Content: In the context of a grade R classroom

− School as an organization
− Roles and functions of different school designates
− Observation techniques – school functionality
− Becoming a teacher: what inspired you?
− The task of a teacher
− Analysis of the qualities of an effective teacher
− Writing a teaching philosophy statement
− Reflecting on characteristics of a classroom
Module outcomes:

By the end of the module, students should be equipped with:

− competence to account for the school experiences to which s/he has been introduced
as a pre-service teacher
− an initial understanding of themselves as pre-service teachers within the school as an
organisation
− skills to form part of the teacher-student mentorship relationship
− observation skills to observe mentor teachers in the schools
− reflection skills for developing reflexive practice of school based activities, observed
and performed
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and an

examination

Module code:- Year Level : 3ETP200 NQF level: 6

Title: School Experience 2

Content:

− Applying teaching methods to foundation phase classrooms (play and inquiry

method).
− Preparing, designing, developing and using classroom technologies – pictures,
charts, flashcards, magazines and various audio-visual teaching and learning
materials.
− Reflecting on observation of teaching and learning practices
− Completing the journal, writing with critical reflection
− Working under supervision and assessment of school mentors
− Organizing and developing a portfolio
− Identifying, intervening and supporting learners with learning and developmental
barriers
Module outcomes:

By the end of the module, students should be equipped with:

− Competence to apply theoretical knowledge to teaching Grade R-3

− Competence to execute teaching, learning and assessment as practically skilled

student teachers

− microteaching skills

− skills to engage with workplace mentors and learners

− competence to analyze and reflect on practical work based assignments, assessment

tasks and activities in the prescribed observation journal -

Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and an

examination

37
Module code:- Year Level 3: 3ETP300 NQF level: 6

Title: School Experience3

Content:

− Concepts and teaching strategies

− Plan, prepare and present full lessons under guidance of lecturer and mentor as well
as independently
− Critique peer’s lessons and presentations and improve quality of own work
− Identify and assist learners with learning problems

Module outcomes:
By the end of the module, students should be equipped with: -

− Competence in integrating the teaching of Life Skills, Literacy and Mathematics

− Competence in identifying learners with learning difficulties
− Competence in assessing the learning area and context
− Competence pf educational technologies for teaching and learning – ICT,
instructional media

Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and

examination

Module code:- Year Level 4: 3ETP400 NQF level: 7

Title: School Experience

Module outcomes:

By the end of the module, students should be equipped with:

− Competence in valuing others, listen to their wants and needs and empathize or
identify with different cultures

− Competence in undertaking case study

− Competence in completing the student teacher’s diary

− Competence in completing the prescribed teaching

− Competence on service learning and other related specialized tasks

− Competence in presenting their thoughts and experiences of their teaching weeks

orally

Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and

examination

− Campus based: Application of the seven roles of the educator through lesson
presentation to peers

− Engaging learners in extra-curricular activities

− The how of ‘community engagement in school issues’

− Practical application of teachers’ code of ethics as enshrined in SACE-role plays

− Professionalism and Teacher Unions

38
FED.2.2. BACHELOR OF EDUCATION: INTERMEDIATE PHASE TEACHING –3BDIP1
FED.2.2.1. LIST OF MODULES WITH NQF LEVELS, CREDITS AND PRE REQUISITES.
B. Ed in Intermediate Phase Teaching : Language and MSTE
Module Descriptive name Credits NQFL Pre/Co requisites
Codes
3LZL111 IsiZulu Language 1A (IP) 8 5 NONE
3LZL112 IsiZulu Language 1B 8 6 NONE
3LEL111 English Language 1A (IP) 8 5 NONE
3LEL112 English Language 1B 8 6 NONE
3SMA121 Mathematics 121A (IP) 8 5 NONE
3SMA122 Mathematics 1B 8 6 NONE
3SNT111 Natural Science & Technology 1A (IP) 8 5 NONE
3SNT112 Natural Science & Technology 1B 8 6 NONE
3DST111 Education Studies 1A 12 5 NONE
3DST112 Education Studies 1B 12 6 NONE
3GEP111 General Pedagogy 1A 12 5 NONE
3GEP112 General Pedagogy 1B 12 6 NONE
3DSL100 Academic skills for educators 16 5 NONE
3LZL211 IsiZulu Language 2A 8 6 NONE
3LZL212 IsiZulu Language 2A 8 6 NONE
3LEL211 English Language 2A 8 6 NONE
3LEL212 English Language 2A 8 6 NONE
3SMA221 Mathematics 2A 8 6 NONE
3SMA222 Mathematics 2B 8 6 NONE
3SNT211 Natural Science & Technology 2A 8 6 NONE
3SNT212 Natural Science & Technology 2B 8 6 NONE
3EBS211 Basic Social Science and Life Skills 8 5 NONE
3EBE212 Basic EMS 8 5 NONE
3DST211 Education Studies 2A 12 7 NONE
3DST212 Education Studies 2B 12 7 NONE
3GEP211 General Pedagogy 2A 12 6 NONE
3GEP212 General Pedagogy 2B 12 6 NONE
3LZL311 IsiZulu Language Education 3A 8 6 3LEL111

3LZL111

3SMA111

3SNT111

3LEL112

3LZ112

3SMA112

3SNT112
3LZL312 IsiZulu Language Education 3B 8 6 3LEL111
3LZL111
3SMA111
3SNT111
3LEL112
3LZL112
3SMA112

39
 3SNT112
3LEL311 English Language Education 3A 8 6 3LEL111
3LZL111
3SMA111
3SNT111
3LEL112
3LZ112
3SMA112
3SNT112
3LEL312 English Language Education 3B 8 6 3LEL111
3LZL111
3SMA111
3SNT111
3LEL112
3LZ112
3SMA112
3SNT112
3SMA321 Mathematics Education 3A 8 6 ELZL111
3LZL111
ELEL111
3LEL111
ESMA121
3SMA121
ESNT111
3SNT111
3SMA322 Mathematics Education 3B 8 6 ELZL112
3LZL112
ELEL112
3LEL112
ESMA122
3SMA122
ESNT112
3SNT112
3SNT311 Natural Science & Technology 8 6 ELZL111
Education 3A 3LZL111
ELEL111
3LEL111
ESMA121
3SMA121
ESNT111
3SNT111
3SNT312 Natural Science & Technology 8 6 3LZL111
Education 3B 3LEL111
3SMA111
3SNT111
3LZL112
3LEL112
3SMA112
3SNT112
3DST311 Education Studies 3A 12 7 NONE
3DST312 Education Studies 3B 12 7 NONE
3LZL400 IsiZulu Language Education 4 16 7 ELZL211
3LZL211
3LEL400 English Language Education 4 16 7 ELEL211

40
 3LEL211
3SMA400 Mathematics Education 4 16 7 NONE
3SNT400 Natural Science & Technology 16 7 3SNT211
Education 4
3LCL400 Conversational Language for Teachers 8 5 NONE
3PTE100 Teaching Practice 1 8 5 NONE
3PTE200 Teaching Practice 2 16 6 3PTE100
3PTE300 Teaching Practice 3 24 6 3PTE200
3LEL212
3SMA222
3DST212
3LZL212
3SNT212
3GEP212
3PTE400 Teaching Practice 4 48 7 3PTE300

41
 FED.2.2.2. Qualification Name: Bachelor of Education: Intermediate Phase Teaching (Language and MSTE). Qualification Code: 3BDIP1
Year Level 1 Year level 2 Year level 3 Year level 4
First Semester First semester First semester First semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3LZL111 C 08 3LZL211 C 08 3LZL311 C 08
3LEL111 C 08 3LEL211 C 08 3LEL311 C 08
3SMA121 C 08 3SMA221 C 08 3SMA321 C 08
3SNT111 C 08 3SNT211 C 08 3SNT311 C 08
3DST111 C 12 3EBS211 C 08 3DST311 C 12
3GEP111 C 12 3DST211 C 12
3GEP211 C 12
Total 1st 56 Total 1st 64 Total 1st 44
semester semester semester
Second Semester Second Semester Second Semester Second Semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3LZL112 C 08 3LZL212 C 08 3LZL312 C 08
3LEL112 C 08 3LEL212 C 08 3LEL312 C 08
3SMA122 C 08 3SMA222 C 08 3SMA322 C 08
3SNT112 C 08 3SNT212 C 08 3SNT312 C 08
3GEP112 C 12 3DST212 C 12 3DST312 C 12
3DST112 C 12 3GEP212 C 12
3EBE212 C 08
Total 2nd 56 Total 2nd 64 Total 2nd 44
semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Year modules Year modules Year module Year modules
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3DSL100 C 08 3PTE200 C 16 3PTE300 C 24 3LZL400 C 16
3PTE100 C 08 3LEL400 C 16
3SMA400 C 16
3SNT400 C 16
3LCL400 C 08
3PTE400 C 48
Total Year 16 Total Year 16 Total Year 24 Total Year 120
credit Total
Overall 144 credit Total
Overall 144 credit Total
Overall 112 credit Total
Overall 120
year level 1 year level 1 year level 1 year level 1
Total number of credits for the curriculum 520

42
FED.2.2.3. MODULE CONTENT AND OUTCOMES FOR INTERMEDIATE PHASE TEACHING –
3BDIP1

INTERMEDIATE PHASE TEACHING ( LANGUAGE AND MSTE) - SEMESTER

COURSES

Module code:- Semester1: Semester2:

3LZL111 3LZL112

Title: IsiZulu Language 1A (IP) Title: IsiZulu Language 1B

Content: Content:

− Phonetics. − Literary theories and criticism of

− Phonology. prose, drama and media texts.
− Morphology.
− Lexicology. − Literary analysis of prose, drama
− Semantics. and media texts.
− Semiotics. − Creation of prose, drama and media
texts.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: be able to:

− Demonstrate basic understanding of − Demonstrate integrative

IsiZulu Home Language linguistics. understanding of literary theories
− Apply isiZulu Home Language and the criticism of prose, drama
linguistic skills in texts. and media.
− Critically analyse and interpret
prose, drama and media texts.
− Create and evaluate meaningful
literary and media texts.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

assessed by means of coursework/research which is assessed
examination…Formative assessments 50% by means of examination… Formative
and summative assessment 50%.… assessments 50% and summative
assessment 50%.………

Module code:- Semester 1: Semester2: 3LEL112 NQF level: 5

3LEL111

Title: English Language 1A (IP) Title: English Language 1B

Content: Content:

− Language categories: (verbal and − Differentiate between various

non-verbal language). genres.
− Introduction to linguistic concepts. − Demonstrate the skills needed to
− Introduction to discourse competence. analyse various genres.
− Analyse, interpret and design
various non-literary texts.
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: be able to:

− Demonstrate knowledge and − Text genres: Literary and Non-

understanding of language categories. literary texts.
− Demonstrate an understanding of the − Analysing literature genres.
scientific study of language as a − Analysis of non-literary texts: written
system for human communication. and/or visual

43
− Demonstrate language and − Analysis of literary texts.
grammatical competence by applying
language and grammatical rules and
analytical skills in various contexts.
− Demonstrate discourse competence in
language skills.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is assessed
means of examination… Formative by means of examination… Formative
assessments 50% and summative assessments 50% and summative
assessment 50%.……………… assessment 50%.……………………

Module code:- Semester1: 3SNT111 Semester2: 3SNT112 NQF level: 5

Title: Natural Science & Technology 1A Title: Natural Science & Technology 1B

Content: Content:
1) Kinematics and dynamics 1) Waves, sound and light
2) Geometrical optics
2) The heat transfer 3) Electricity and magnetism
4) Intermolecular forces
3) Thermodynamics
5) Acids and bases
4) Matter 6) Electrochemistry
7) Organic chemistry
5) Periodic table

6) Atomic structure
7) Electron configuration

8) The Solar system

9) Moons and smaller solar system

bodies

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: - be equipped with:

− identify and apply concepts in different − demonstrate critical reasoning and

contexts across all topics covered problem solving skills through the
− demonstrate critical reasoning and application of chemical concepts.
problem solving skills through the
application of chemical concepts. − demonstrate proficiency in the
− demonstrate proficiency in the laboratory in manipulative, planning,
laboratory in manipulative, planning, data processing and data
data processing and data communication skills
communication skills.
− identify and apply concepts in
different contexts across all topics
covered

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

coursework/research which is assessed by coursework/research which is assessed by
means of: means of:

SUMMATIVE: Formal end 50 SUMMATIVE: Formal 50

of Module Exam end of Module Exam
Test 1 15 CASS:
Test 2 15 Test 1 25
Test 3 10 Test 2 25
Practs 10 Total 10
0

44
 Total 10
0
Module code:- Semester1: 3DST111 Semester2: 3DST112

Title: Education Studies 1A Title: Education Studies 1B

Content: Content

1: Conceptions of education − Sociological Theories in Education

− Functionalism
− Sociological understanding of − Conflict theory
education − Symbolic Interactionism
− Institutional understanding of
education 2. Sociology of Education in school
− Enlightenment period of practice
understanding education
2: Ethics and values in education − Ecology of the school
− The role of the school in society
− The nature of ethical thinking, 3.Diversity in education
conceptual analysis, and the
evaluation of arguments − Culture
− Morality, etiquette and law − Race
− Cultural relativism − Gender
− Morality and religion − Socialisation
− Personal relativism and existentialism − Stratification
− Utilitarianism − Norms and Values
− Moral Rights − Status and role
3: History of education 4.Citizenship education

− History of education − Ancient and modern concepts of

− Historiography of South African citizenship
education − History of South African citizenship
− Influence of economic, social and − Future of citizenship education in
political trends on education South African schools
4: Education provisioning during the period of Module outcomes:
National Party rule
On successful completion of the module,
− Christian National Education students should be able to
− Bantu Education Act of 1953
− Separate education for whites, − Demonstrate a knowledge and
Indians, blacks and coloureds understanding of sociological
− Resistance to Bantu Education theories of education.
− June 1976 Soweto uprisings − Demonstrate an understanding of
the sociology of education in school
− The De Lange Commission
practice.
− People’s education
− Demonstrate an understanding of
5: Post – apartheid education
diversity in education.
−
− Single national education department
Demonstrate an understanding of
the trends in citizenship education.
− Principles of a new educational Critically analyse the relationship between
dispensation (democratisation, education and society to make informed
desegregation, equal educational decisions.
opportunities)
− Outcomes-based education
− National curriculum statement
− Curriculum and assessment policy
statement.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of continuous formative assessed by means of assignments
assessment through assignments,
presentations and tests. Summative
assessment through examinations

45
Module code:- Semester1: 3GEP111 Semester 2: 3GEP112 NQF level: 6

Title: General Pedagogy 1A Title: General Pedagogy 1B

Content: Content:
1) Introduction to teaching and learning 1) Introduction to teaching as a
processes profession
− Curriculum − Definition of educational terms
− Content − Characteristics of teaching as a
− Context profession
− Teaching 2) Professional development of
− Learning educators
2) Classroom management − Staff induction
− Principles of classroom management − Professional development (journal)
− Classroom climate − Staff appraisal
− Approaches to classroom − Staff development
management − SACE
− Coping with large classes 3) The role of teacher unions in
− Classroom discipline education
− Observation techniques − Freedom of association
− Reflection modalities − Organisational rights of unions
3) Curriculum differentiation − Collective bargaining in education
− Multi-grade teaching and assessment − Managing strike action
− Multi-level teaching and assessment − Establishing and implementing
4) Service learning workplace forums
− Theoretical conceptions of service
learning
− Service learning as pedagogy,
evaluation and teaching style
− Service learning in the curriculum:
reflection, assessment and evaluation
5) Understanding the Intermediate Phase
(IP) Curriculum
− Background and overview of the IP
curriculum
− Purpose and general aims of the IP
curriculum
− Requirements and roles of all subjects
in the IP curriculum
Module outcomes: Module outcomes:
On successful completion of the module, On successful completion of the module,
students should be able to students should be able to …

− Demonstrate basic knowledge and − Demonstrate a knowledge and

understanding of teaching and understanding of teaching as a
learning processes and curriculum profession
differentiation − Demonstrate a knowledge and
− Demonstrate competence in understanding of the professional
managing the classroom and the development of educators
learning environment to support − Demonstrate a knowledge and
teaching and learning understanding of the role of teacher
unions in education
− Demonstrate basic knowledge and − Critically reflect on the professional
understanding of service learning development of educators
theories and concepts
− Demonstrate sufficient broad
background knowledge of the
requirements and roles of all subjects
in the Intermediate Phase curriculum.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination… assessed by means of examination

46
Module code:- Semester 1:3LZL211 Semester 2: 3LZL212 NQF level: 6

Title: IsiZulu Home Language 2A Title:

Content: Content:

− Syntax − Poetry.
− Sociolinguistics and Pragmatics − Folklore.
− Critical analysis and interpretation
of poetry and folklore.
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: be able to:

− Demonstrate knowledge and − Demonstrate a knowledge and

understanding of isiZulu Home understanding of poetry and
Language syntax. folklore.
− Apply isiZulu Home Language − Critically analyse and interpret
sociolinguistics and pragmatics skills poetry and folklore.
in texts. − Create and evaluate poetry and
folklore.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is assessed
means of examination… Formative by means of examination Formative
assessments 50% and summative assessments 50% and summative
assessment 50%.…… assessment 50%

Module code:- Semester1:3LEL211 Semester2: 3LEL212 NQF level: 6

Title: English First Additional Language Title: English First Additional Language
2A 2B

Content: Content:

− Language structures and conventions. − Analysis of written and visual texts.

− Construction and communication of − Analysis and interpretation of non-
thoughts and ideas. literary texts.
− Application of grammatical structures − Producing written texts.
and conventions.
Module outcomes: Module outcomes:

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is assessed
means of examination…Formative by means of examination…Formative
assessments 50% and summative assessments 50% and summative
assessment 50%.… assessment 50%.

Module code:- Semester1: 3SMA221 Semester2: 3SMA222 NQF level: 6

Title: Mathematics 2A (Set, theory and Title: Mathematics 2B (Vector, Algebra

functions) and Matrices)

Content: Number system and exercises, Content: Instructional methods include

sets and subsets, Algebra of sets, lectures, group discussions, independent
Assignment on history of Venn diagrams learning and research/study projects
Cartesian product of sets, Denumerable sets,
Set theory introduction Relations Functions.

47
Module outcomes: To broaden pre-service Module outcomes: To develop students
teachers, knowledge on the theory of sets. understanding of matrices and vectors
This module emphasizes the mathematical algebra.
theory of sets. This entails formal methods of
proof and applied problem solving Solving systems of equations, matrices,
techniques related to sets. Crammer’s rule, vectors in 2D and 3D.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of examination……

Module code:- Semester1: 3SNT211 Semester 2: 3SNT212 NQF level: 6

Title: Natural Science & Technology 2A Title: Natural Science & Technology 2B

Content: Content:

Brief description of subject Brief description of subject

(List concepts) (List concepts)

1. The Technological Process 1. Life processes in plants and animals
− Investigation − Support and transport systems in
− Designing plants
− Manufacturing − Support systems in animals
− Evaluating − Transport systems in mammals
2. Graphic communication and design 1. Energy transformations to support
− Two-dimensional drawing life
− Three-dimensional drawing − Photosynthesis
3. Structures − Animal nutrition
− Classification and purpose 2. Energy transformations
− Strength, rigidity and stability − Respiration
− Assembly − Gas exchange
− Design of structures − Excretion
4. Processing of materials − Reproduction in vertebrates
− Types of materials for manufacturing − Human reproduction
− Properties of materials for − Nervous system
manufacturing − Senses
− Processes of manufacturing − Endocrine system
5. Systems and control -Mechanical 3. Diversity, Change and Continuity
systems − Biodiversity and classification
− Types of motion − History of life on earth
− Function of mechanical systems and − Biodiversity – classification of
sub-systems microorganisms
− Design of mechanical systems − Biodiversity – plants
6. Systems and control – Electrical − Reproduction – plants
systems − Biodiversity – animals
− Components of electrical circuits − Darwinism and Natural Selection
− Control in electrical circuits − Human evolution
− Design of electrical circuits 4. Environmental Studies
− Biosphere to ecosystems
− Population ecology
5. Human impact on environment
− Current crises
Module outcomes: Module outcomes:
On successful completion of the module, On successful completion of the module,
students will be able to: students will be able to:

− Demonstrate a knowledge and − Demonstrate a knowledge and

understanding of the technological understanding of the concepts
process as the basis for design in related to life processes in plants
Technology and animals
− Demonstrate a knowledge and
understanding of the concepts

48
− Demonstrate a knowledge and related to Environmental Studies
understanding of two-and-three and the human impact on the
dimensional drawing methods environment
− Demonstrate a knowledge and − Apply a knowledge and
understanding of structures in understanding of diversity, change
technology and continuity to problem-solving
− Demonstrate a knowledge and activities.
understanding of processing materials − Design, plan and conduct scientific
into products investigations related to anatomy
− Demonstrate a knowledge and and physiology
understanding of mechanical and
electrical systems
− Apply the knowledge of technology
acquired to designing and solving
problems
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of examination……

Module code:- Semester 1: 3EBS211 Semester 2: 3EBE212 NQF level: 6

Title: Basic Social Sciences and Life Skills Title: Basic EMS

Content: Content:

Brief description of subject Brief description of subject

(List concepts) (List concepts)

1. Social sciences 1. The Economic and Management

− Meaning and scope of social science Sciences as a field of study
− Disciplines of social sciences
− Methods of social sciences 2. The economy
2. Human development − History of money
− The origin of human beings − Goods and services
− Nature versus nurture − Production process
− Aspects of human development − Inequality and poverty
− Explanations of behaviour − Modern economic systems
3. Development of human civilization − The market
− From Stone Age to Iron Age 3. Financial literacy
− The Middle Ages and the
Renaissance − The role of Accounting
− Modern economic, political and social − Accounting concepts
institutions − Income and expenditure
4. Society, culture and cultural change − The Accounting Equation
− The elements of culture − The Accounting system
− Factors causing cultural change 4. Entrepreneurship
− Patterns, forms and functions of family
− The role of religion in society − The entrepreneur
5. Demography, Ecology and Society − Starting a business
− Population dynamics − Different types of businesses
− The ecological balance 5. Teaching and learning strategies in
− Impact of ecology on society Economic and Management
6. Psycho-social Life Skills Sciences.
− Self-awareness and empathy
skills
− Communication and
interpersonal relationship skills
− Coping with emotions and stress
skills
− Decision-making and problem
solving skills
− Creative thinking and critical
thinking skills
7. Functions and forms of government

49
 − Functions of government
− Roles of citizens
− Political theories
Module outcomes: Module outcomes:

− Demonstrate a knowledge and − Demonstrate a knowledge and

understanding of social sciences and understanding of Economic and
life skills. Management Sciences concepts.
− Explain the nature of human − Demonstrate an integrative
development. knowledge and understanding of
− Trace the development of human economics, accounting and
civilization. business studies.
− Demonstrate knowledge and − Apply knowledge and skills to solve
understanding of the inter- defined and routine problems in
relationships between society and Economic and Management
culture. Sciences.
− Explain how population and natural − Apply strategies of teaching and
environment interact and affect the assessing Economic and
ecology. Management Sciences.
− Identify and use life skills to deal with
challenges of life.
− Demonstrate a basic understanding of
the functions and forms of
government.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of examination……

Module code:- Semester 1: 3DST211 Semester 2: 3DST212

Title: Education Studies 2A Title: Education Studies 2B

Content: Content: -

1: Understanding child and adolescence 1. Study of learning

development
− Learning theories and philosophies
− Theories of development − Relation of learning and instruction
− Principles of development 2.Neuroscience of learning
2: Early childhood development
− Neurophysiology of learning
− The context of early childhood − Brain functions and learning
development − Motivation and emotions
− Physical development in early 3.Theories of learning
childhood
− Cognitive and language development − Behavioural
in early childhood − Social Cognitive
− Social and emotional development in − Information Processing
early childhood − Constructivist
3: Middle childhood development
4. Complex Cognitive learning
− The context of middle childhood processes.
development
− Physical development in middle − Metacognition and learning
childhood − Concept learning
− Cognitive and language development − Problem solving transfer of learning
in middle childhood 5. Motivation
− Social and emotional development in − Theoretical approaches to
middle childhood motivation
4: Adolescence development
− Models of motivation
− The context of adolescent − Achievements and motivation
development − Goals, motives, and interest in
− Physical development in adolescence motivation
− Cognitive and language development
in adolescence
50
− Social and emotional development in
adolescence
On successful completion of the module, Module outcomes:
students should be able to:
On successful completion of the
− Demonstrate a knowledge and module, students should be able to …
understanding of childhood and − Demonstrate a knowledge and
adolescent development. understanding of the different
− Use critical thinking and problem learning theories and their
solving skills in relation to the implications for teaching and
childhood and adolescent learning.
developmental issues that occur − Demonstrate a knowledge and
during professional practice understanding of the Neuroscience
of learning.
− Demonstrate knowledge and an
integrative understanding of
complex learning processes.
− Analyse, compare and contrast
types of motivation.
− Critique and justify which theories
are best suited for learners’
individual needs.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assignments assessed by means of assignments.

Module Code: Semester1: 3LZL311 Semester2: 3LZL312 NQF level: 6

Title: IsiZulu Home Language Education 3A Title: IsiZulu Home Language Education
3B

Content: Content:

− Foundations of teaching and learning − IsiZulu Home Language teaching

in IsiZulu Home Language. and learning in school.
− IsiZulu Home Language subject policy − Curriculum differentiation and
adaptive teaching in IsiZulu Home
documents.
Language.
− Teaching and learning strategies in − Classroom research in IsiZulu
IsiZulu Home Language. Home Language.
− Assessment strategies in IsiZulu − Develop pedagogical content
Home Language. knowledge in IsiZulu Home
− Learning and Teaching Support Language.
Materials in IsiZulu Home Language. − ICT in IsiZulu Home Language.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: be able to:

− Demonstrate a knowledge and − Use elementary statistical

understanding of the foundations of information to manage teaching,
teaching and learning in IsiZulu Home learning and assessment in IsiZulu
Language. Home Language.
− Demonstrate a knowledge and − Demonstrate competence in
understanding of the relevant policies assessing and monitoring learner
in IsiZulu Home Language teaching progress and achievement in IsiZulu
and learning. Home Language.
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the improve the teaching and learning of
teaching and learning of IsiZulu Home IsiZulu Home Language.
Language. − Adapt lessons and assessment
− Design appropriate lesson plans in tasks to accommodate learners with
IsiZulu Home Language taking into

51
 account theories of teaching, learning, different learning problems in IsiZulu
child development and curriculum Home Language.
needs. − Demonstrate the competence
needed to learn from available
− Design appropriate assessment research in order to improve
strategies in IsiZulu Home Language. teaching in the IsiZulu Home
− Design, select and adapt appropriate Language classroom and to
teaching and learning support enhance their own academic
materials for IsiZulu Home Language. learning.
− Develop content knowledge to plan,
− Demonstrate an understanding of the
implement and assess effective
use of ICT in facilitating IsiZulu Home teaching and learning experiences.
Language. − Evaluate curriculum policies for the
teaching of IsiZulu Home Language.
− Demonstrate understanding of the
use of ICT in facilitating IsiZulu
Home Language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is assessed
means of examination Formative by means of examination Formative
assessments 50% and summative assessments 50% and summative
assessment 50%.………… assessment 50%.

Module Code Semester1: 3LEL311 Semester2: 3LEL312 NQF level: 6

Title: English First Additional Language Title: English First Additional Language
Education 3A Education 3B

Content: Content:

− Foundations of teaching and learning − English First Additional Language

in English. teaching and learning in school.
− English First Additional Language − Curriculum differentiation and
adaptive teaching in English First
policy documents.
Additional Language.
− Teaching and learning strategies in − Classroom research in English First
English First Additional Language. Additional Language.
− Assessment strategies in English First − Develop pedagogical content
Additional Language. knowledge in English First
− Lesson design in English First Additional Language.
Additional Language. − ICT in English First Additional
Language.
− Learning and Teaching Support
Materials in English First Additional
Language.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
able to: be able to:

− Demonstrate a knowledge and − Use elementary statistical

understanding of the foundations of information to manage teaching,
teaching and learning in English First learning and assessment in English
Additional Language. First Additional Language.
− Demonstrate a knowledge and − Demonstrate competence in
understanding of the relevant policies assessing and monitoring learner
in English First Additional Language progress and achievement in
teaching and learning. English First Additional Language.
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the improve teaching and learning of
teaching and learning of English First English First Additional Language.
Additional Language. − Adapt lessons and assessment
− Design appropriate lesson plans in tasks to accommodate learners with
English taking into account theories of
52
 teaching, learning, child development different learning problems in
and curriculum needs English First Additional Language.
− Demonstrate competence to learn
− Design appropriate assessment from available research in order to
strategies in English First Additional improve teaching in the English First
Language. Additional Language classroom and
− Design, select and adapt appropriate to enhance their own academic
teaching and learning support learning.
materials for English First Additional − Develop content knowledge to plan,
Language. implement and assess effective
− Demonstrate understanding of the use teaching and learning experiences.
of ICT in facilitating English First − Evaluate curriculum policies for
Additional Language. English First Additional Language
teaching.
− Demonstrate understanding of the
use of ICT in facilitating English
First Additional Language.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is assessed
means of examination… Formative by means of examination… Formative
assessments 50% and summative
assessments 50% and summative
assessment 50%.…………
assessment 50%.……

Module code:- Semester1: 3SMA311 Semester2: 3SMA312 NQF level: 6

Title: Mathematics Method Title: Mathematics Method

Content: Mathematics: definitions, purpose Content: Generics of teaching, classroom

and scope, planning for mathematics lesson, practice, Strategies for teaching
types of assessment in mathematics Mathematics, Knowledge for Teaching
Mathematics and Designing Learning
Programmes for Mathematics

Module outcomes: To demonstrate the Module outcomes: To be able to select

understanding of the fields of knowledge and use appropriate teaching and
which underpin Mathematics learning strategies and apply a variety of
these with emphasis on multi step and
non-routine problems.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by

Module code:- Semester1:3SNT311 Semester2: 3SNT312 NQF level: 6

Title: Natural Science & Technology Title: Natural Science & Technology
Education 3A Education 3B

Content: Content:

Brief description of subject Brief description of subject

(List concepts) (List concepts)

1. Foundations of teaching and learning 1. Natural Science and Technology

in Natural Science and Technology teaching and learning in school
− History of Natural Science and − Use elementary statistical
Technology teaching and learning information to manage teaching,
2. Natural Science and Technology learning and assessment activities
policy documents 2. Curriculum differentiation and
− Teaching and learning strategies in adaptive teaching in Natural
Natural Science and Technology Science and Technology

53
− Teaching and learning theories − Barriers to learning and
development
− Teaching and learning strategies − Designing differentiated learning
activities
3. assessment strategies in Natural
3. Classroom research in Natural
Science and Technology
Science and Technology
4. Lesson design in Natural Science and
Technology − Use existing research literature in
5. Learning and Teaching Support Natural Science and Technology to
Materials in Natural Science and improve classroom practice
Technology 4. Develop pedagogical content
knowledge in Natural Science and
− Improvisation in Intermediate Phase
Technology
science
6. Experiments, demonstrations and − Epistemology of Science
investigations in Natural Science and − Addressing alternative pre- and
Technology misconceptions
7. ICT in Natural Science and 5. ICT in Natural Science and
Technology Technology
6. Experiments, demonstrations and
investigations in Natural Science
and Technology
Module outcomes: Module outcomes:

On successful completion of the module, On successful completion of the module,

students will be able to: students will be able to:

− Demonstrate a knowledge and − Use elementary statistical

understanding of the foundations of information to manage teaching,
teaching and learning in Natural learning and assessment in Natural
Science and Technology. Science and Technology
− Demonstrate a knowledge and − Demonstrate competence in
understanding of the relevant policies assessing and monitoring learner
in Natural Science and Technology progress and achievement in Natural
teaching and learning. Science and Technology
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the improve teaching and learning of
teaching and learning of Natural Natural Science and Technology
Science and Technology. − Adapt lessons and assessment
− Design appropriate lesson plans in tasks to accommodate learners with
Natural Science and Technology, different learning problems in Natural
taking into account theories of Science and Technology
teaching, learning, child development − Demonstrate the competence
and curriculum needs. needed to learn from the available
research in order to improve
− Design appropriate assessment teaching in the Natural Science and
strategies in Natural Science and Technology classroom and to
Technology. enhance their own academic
− Design, select and adapt appropriate learning
teaching and learning support − Develop content knowledge in
materials for Natural Science and Natural Science and Technology
Technology. − Demonstrate understanding of the
− Demonstrate understanding of the use use of ICT in facilitating Natural
of ICT in facilitating Natural Science Science and Technology
and Technology.
− Conduct experiments, demonstrations − Conduct experiments,
and investigations in Natural Science demonstrations and investigations in
and Technology. Natural Science and Technology

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of examination……

Module code:- Semester 1: 3DST311 Semester 2: 3DST312 NQF level: 7

Title: Education Studies 3A Title: Education Studies 3B

54
Content: Content:
1. Administration as it relates to − Common law practices in education
school administration and school − Legislation impacting on education
management. − The Constitution of the Republic of
South Africa, Act 108 of 1996
− School administration − The South African Schools Act
− School management − The Employment of Educators Act
− School administration and − The Labour Relations Act
effectiveness
− Legal foundations for school
2. Education management theories practice
− Rules and interpretation of statutes
− Collegial management theories − Court cases that impact on school
practice
− Bureaucratic management theories − The legal status of the
✓ educator
− Political management theories
✓ learner
3. The nature and the purpose of ✓ school
school management and leadership
both generally and in the context of
a changing South Africa.

− School leadership and management

practice for the changing South
African context
− School management teams
− Embracing alternative ways of
managing and leading

4. Management of resources

− Management of human resources

− Management of physical resources
− Financial resources
Module outcomes: Module outcomes:

On successful completion of the module, On successful completion of the module,

students should be able to: students will be able to:

− Demonstrate knowledge of and insight − Demonstrate a knowledge and

into school administration and understanding of the legislation and
management. policies that impact on school
− Apply a knowledge and understanding practice
of educational management theories − Apply their knowledge and skills to
to solve school management classroom and school management
problems. in ways that demonstrate their
− Demonstrate an understanding of the ability to interpret the legislation and
school administrative duties required policies
for the effective management of
learning environments. − Analyse and critique court cases
− Demonstrate knowledge of the that impact on school practice
management theories which impact on
educational practice.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assignments assessed by means of examination……

55
FED.2.2.4. MODULE CONTENT AND OUTCOMES FOR INTERMEDIATE PHASE TEACHING –
3BDIP1
INTERMEDIATE PHASE TEACHING (LANGUAGE AND MSTE) – YEAR COURSES

Module code:- Year Level 1: 3DSL100 NQF level: 5

Title:

1 Academic literacy

− Communicative competence
− Reading and writing for academic purposes
− Information literacy skills
− Planning as an important component of academic writing process
2 Computer Literacy

− Computing Fundamentals
− Key Applications
− Living online
Module outcomes: On successful completion of the module, students should be able to: -

− Apply the academic reading and writing skills acquired to their learning
− Demonstrate the use of critical reading skills in the pursuit of their studies
− Use presentation skills
− Use information technology to plan, administer, develop teaching resources and collect information
− Apply the skills needed to use computers in intermediate phase classes
Method of delivery: Full Time

Assessment modes: This module is assessed by means of assignments, tests and examination.

Module code:- Year Level 1: 3LZL400 NQF level: 5

Title: IsiZulu Home Language Education 4

Content:
− IsiZulu Home Language teaching and learning in school.
− Classroom research in IsiZulu Home Language.
− Advanced development of pedagogical content knowledge in IsiZulu Home Language.
− Advanced development of pedagogical content knowledge in IsiZulu Home Language.
− Curriculum policies in IsiZulu Home Language.
− Reflection on teaching and learning experiences in IsiZulu Home Language.
Module outcomes:

By the end of the module, students should be able to:

− Use elementary statistical information to critically reflect on teaching and learning, and assessment
processes in IsiZulu Home Language.
− Demonstrate competence to use action research in IsiZulu Home Language.
− Reflect on teaching and learning experiences in IsiZulu Home Language.
− Critique curriculum policies in IsiZulu Home Language.
− Demonstrate competence to link epistemology of IsiZulu with IsiZulu Home Language practices.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means of

examination… Formative assessments 50% and summative assessment 50%

Module code:- Year Level 4: 3LEL400 NQF level: 7

Title: English First Additional Language Education 4

Content:

− English First Additional Language teaching and learning in school.

− Classroom research in English First Additional Language.
− Advanced development of pedagogical content knowledge in English First Additional Language.

56
− Curriculum policies in English First Additional Language.

− Reflection on teaching and learning experiences in English First Additional Language

Module outcomes:
By the end of the module, students should be able to:

− Use elementary statistical information to critically reflect on teaching, learning and assessment
processes in English First Additional Language.
− Demonstrate the competence needed to use action research in English First Additional Language.
− Reflect on teaching and learning experiences in English First Additional Language.
− Critique curriculum policies for English First Additional Language.
− Demonstrate competence to link epistemology in English First Additional Language with English
practice.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means of

examination… Formative assessments 50% and summative assessment 50%.…………

Module code:- Year Level 4: 3SMA400 NQF level: 7

Title: MATHEMATICS EDUCATION 4

Content:
1. Mathematics teaching and learning in school
− Use elementary statistical information to critically reflect on their teaching, learning and assessment
processes and address complex problems applying evidence-based solutions
2. Classroom research in Mathematics
− Use Action research in Mathematics to:
✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence-based solutions and theory-driven arguments
3. Advanced development of pedagogical content knowledge in Mathematics
− Link the epistemology of Mathematics with Mathematics practice
− Addressing alternative pre- and misconceptions
4. Curriculum policies in Mathematics
− Critique curriculum policies in Mathematics
5. Reflection on teaching and learning experiences in Mathematics

Module outcomes:

On successful completion of the module, students will be able to…

− Use elementary statistical information to critically reflect on teaching, learning and assessment
processes in Mathematics
− Demonstrate the competence needed to use action research in Mathematics
− Reflect on teaching and learning experiences in Mathematics
− Critique curriculum policies in Mathematics
Demonstrate the competence needed to link the epistemology of Mathematics to Mathematics practice.

Method of delivery: Full Time

Practicals (laboratory work, applying and investigating theoretical knowledge, development of

experimental techniques). Tutorials: individual groups of 30 or less

Syndicate groups. Practical workplace experience (experiential learning/work-based learning etc.)

Other (specify): Tests and Examination

Module code:- Year Level 4: 3SNT400 NQF level: 7

Title: Natural Science & Technology Education 4

Content:
1. Natural Science and Technology teaching and learning in school

57
− Use elementary statistical information to critically reflect on their teaching, learning and assessment
processes and address complex problems applying evidence based solutions

2. Classroom research in Natural Science and Technology

− Use Action research in Natural Science and Technology to:

✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence based solutions and theory driven arguments

3. Advanced development of pedagogical content knowledge in Natural Science and Technology

− Link epistemology of science with science practices

− Addressing alternative pre- and misconceptions

4. Curriculum policies in Natural Science and Technology

− Critique curriculum policies in Natural Science and Technology

5. Reflection on teaching and learning experiences in Natural Science and Technology
6. Experiments, demonstrations and investigations in Natural Science and Technology

Module outcomes:

− On successful completion of the module, students will be able to:

− Use elementary statistical information to critically reflect on teaching, learning and assessment
processes in Natural Science and Technology
− Demonstrate the competence needed to use action research in Natural Science and Technology
teaching
− Reflect on teaching and learning experiences in Natural Science and Technology
− Critique curriculum policies in Natural Science and Technology
− Demonstrate competence to link the epistemology of science with science practices
− Conduct experiments, demonstrations and investigations in Natural Science and Technology
Method of delivery: Full Time

Assessment modes: This module is assessed by means of examination……

Module code:- Year Level 4: 3LCL400 NQF level: 5

Title: Conversational Language for Teachers - Afrikaans

Content:

− Basic functional use of Afrikaans.

− Listening in Afrikaans.
− Basic reading in Afrikaans.
− Basic written text in Afrikaans.
Module outcomes:

By the end of the module, students should be able to:

− Demonstrate functional use of basic Afrikaans

− Listen and respond to multi modal texts in Afrikaans

− Read and view various texts in Afrikaans

− Write basic texts in Afrikaans

Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means of

examination… Formative assessments 50% and summative assessment 50%

Module code:- Year Level 4: 3LCL400 NQF level: 5

Title: Conversational Language for Teachers - Sesotho

Content:

58
− Greetings, friendly exchange and farewell.
− Home and family: Poems and songs.
− School and university: Contrasts in town and country life.
− Respect: Basic values for royal family.
− Radio and television programmes.
Module outcomes:

By the end of the module, students should be able to:

− Demonstrate functional use of basic Sesotho.

− Listen and respond to multi modal texts in Sesotho.

− Read and review various texts in Sesotho.

− Write basic texts in Sesotho.

Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means of

examination………………

59
FED.2.3. BACHELOR OF EDUCATION: INTERMEDIATE PHASE TEACHING – 3BDIP2

FED.2.3.1. LIST OF MODULES WITH NQF LEVELS, CREDITS AND PRE /CO REQUISITES.
B. Ed in intermediate Phase Teaching: Language and Humanities

Module Codes Descriptive name Credits NQF Level Pre/Co

3LZL111 IsiZulu Language 1A 8 5 requisites

NONE
3LZL112 IsiZulu Language 1B 8 6 NONE
3LEL111 English Language 1A 8 5 NONE
3EL112 English Language 1B 8 6 NONE
3ESS111 Social Sciences 1A 8 5 NONE
3ESS112 Social Sciences 1B 8 6 NONE
3PPS111 Life Skills 1A 8 5 NONE
3PPS112 Life Skills 1B 8 6 NONE
3DST111 Education Studies 1A 12 5 NONE
3DST112 Education Studies 1B 12 6 NONE
3GEP111 General Pedagogy 1A 12 5 NONE
3GEP112 General Pedagogy 1B 12 6 NONE
3DSL100 Academic skills for educators 8 5 NONE
3LZL211 IsiZulu Language 2A 8 6 NONE
3LZL212 IsiZulu Language 2A 8 6 NONE
3LEL211 English Language 2A 8 6 NONE
3LEL212 English Language 2A 8 6 NONE
3ESS211 Social Sciences 2A 8 6 NONE
3ESS212 Social Sciences 2B 8 6 NONE
3PPS211 Life Skills 2A 8 6 NONE
3PPS212 Life Skills 2B 8 6 NONE
3SBM211 Basic Mathematics 8 5 NONE
3EBE212 Basic EMS 8 5 NONE
3DST211 Education Studies 2A 12 7 NONE
3DST212 Education Studies 2B 12 7 NONE
3GEP211 General Pedagogy 2A 12 6 NONE
3GEP212 General Pedagogy 2B 12 6 NONE
3LZL311 IsiZulu Language Education 3A 8 6 3LEL111

3LZL111

3LEL112

3LZL112

3PPS111

3LZL312 IsiZulu Language Education 3B 8 6 3LEL111

3PPS112

3LZL111
3ESS111

3LEL112
3ESS112

3LZL112
3PTE100

3PPS111

3PPS112

60
3ESS111

3ESS112
3LEL311 English Language Education 3A 8 6 3LEL111

3LZL111

3LEL112

3LZL112

3PPS111

3LEL312 English Language Education 3B 8 6 3LEL111

3PPS112

3LZL111
3ESS111

3LEL112
3ESS112

3LZL112
3PTE100

3PPS111

3ESS311 Social Sciences Education 3A 8 6 3LEL111

3PPS112

3LZL111
3ESS111

3LEL112
3ESS112

3LZL112
3PTE100

3PPS111

3ESS312 Social Sciences Education 3B 8 6 3LEL111

3PPS112

3LZL111
3ESS111

3LEL112
3ESS112

3LZL112
3PTE100

3PPS111

3PPS112

3ESS111

3ESS112

3PTE100

61
3PPS311 Life Skills Education 3A 8 6 3LEL111

3LZL111

3LEL112

3LZL112

3PPS111

3PPS312 Life Skills Education 3B 8 6 3LEL111

3PPS112

3LZL111
3ESS111

3LEL112
3ESS112

3LZL112
3PTE100

3PPS111

3DST311 Education Studies 3A 12 7 NONE

3PPS112
3DST312 Education Studies 3B 12 7 NONE
3LZL400 IsiZulu Language Education 4 16 7 3LZL211
3ESS111
3LEL400 English Language Education 4 16 7 3LEL211

3ESS400 Social Sciences Education 4 16 7 3ESS211

3ESS112
3PPS400 Life Skills Education 4 16 7 3ELE211
NONE

3LCL400 Conversational Language for 8 5 3ESS211

NONE
3PTE100
3PTE100 Teaching Practice 1 8 5 NONE
3PTE200 Teaching
Teachers Practice 2 16 6 3PTE100
3PTE300 Teaching Practice 3 24 6 3LEL111

3LZL111

3LEL112

3LZL112

3PPS111

3PTE400 Teaching Practice 4 48 7 3PTE300

3PPS112

3ESS111

3ESS112

3PTE100

62
 FED.2.3.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: INTERMEDIATE PHASE TEACHING (LANGUAGE AND HUMANITIES). QUAL.
CODE: 3BDIP2
Year Level 1 Year level 2 Year level 3 Year level 4
First Semester First semester First semester First semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3LZL111 C 08 3LZL211 C 08 3LZL311 C 08
3LEL111 C 08 3LEL211 C 08 3LEL311 C 08
3ESS111 C 08 3ESS211 C 08 3ESS311 C 08
3PPS111 C 08 3PPS211 C 08 3PPS311 C 08
3DST111 C 12 3SBM211 C 08 3DST311 C 12
3GEP111 C 12 3DST211 C 12
3GEP211 C 12
Total 1st 56 Total 1st 64 Total 1st 44
semester semester semester
Second Semester Second Semester Second Semester Second Semester
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3LZL112 C 08 3LZL212 C 08 3LZL312 C 08
3EL112 C 08 3LEL212 C 08 3LEL312 C 08
3ESS112 C 08 3ESS212 C 08 3ESS312 C 08
3PPS112 C 08 3PPS212 C 08 3PPS312 C 08
3DST112 C 12 3EBE212 C 08 3DST312 C 12
3GEP112 C 12 3DST212 C 12
3GEP212 C 12
Total 2nd 56 Total 2nd 64 Total 2nd 44
semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Year modules Year modules Year module Year modules
Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elective Cr Module Codes Core/Ancillary/Elec Cr
tive
3DSL100 C 08 3PTE200 C 16 3PTE300 C 24 3LZL400 C 16
3PTE100 C 08 3LEL400 C 16
3ESS400 C 16
3PPS400 C 16
3LCL400 C 08
3PTE400 C 48
Total Year 16 Total Year level credit 16 Total Year 24 Total Year 120
level credit
Overall Total 128 Overall Total 144 Level Total
Overall 112 Level credit
Overall Total 120
year level 1 year level
Overall 2 year level 1
Total year level 3 year level 4
Total number of credits for the curriculum 504

63
FED.2.3.3. MODULE CONTENT AND OUTCOMES FOR INTERMEDIATE PHASE TEACHING
– 3BDIP2

INTERMEDIATE PHASE TEACHING (LANGUAGES AND HUMANITIES) - SEMESTER

COURSES

Module Semester1:3LZL111 NQF Semester2: 3LZL112 NQF

code:- level: 5 level: 6

Title: IsiZulu Language 1A (IP) Title: IsiZulu Language 1B

Content: Content:

Phonetics. Literary theories and criticism of

prose, drama and media texts.
Phonology.
Literary analysis of prose, drama and
Morphology. media texts.
Lexicology. Creation of prose, drama and media
texts.
Semantics.

Semiotics.

Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: should be able to:

Demonstrate basic understanding of IsiZulu Demonstrate integrative

Home Language linguistics. understanding of literary theories and
the criticism of prose, drama and
Apply isiZulu Home Language linguistic skills in media.
texts.
Critically analyse and interpret prose,
drama and media texts.

Create and evaluate meaningful

literary and media texts.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is assessed Assessment modes: This modules is

by means of examination…Formative coursework/research which is
assessments 50% and summative assessment assessed by means of examination…
50%. Formative assessments 50% and
summative assessment 50%.

Module Semester1:3LEL111 NQF Semester2: 3LEL112 NQF

code:- level: 5 level: 6

Title: English Language 1A (IP) Title: English Language 1B

Content: Content:
Language categories: (verbal and non-verbal Differentiate between various genres.
language).
Demonstrate the skills needed to
Introduction to linguistic concepts. analyse various genres.
Introduction to discourse competence. Analyse, interpret and design various
non-literary texts.

Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: should be able to:

64
Demonstrate knowledge and understanding of Text genres: Literary and Non- literary
language categories. texts.

Demonstrate an understanding of the scientific Analysing literature genres.

study of language as a system for human
communication. Analysis of non-literary texts: written
and/or visual
Demonstrate language and grammatical
competence by applying language and Analysis of literary texts.
grammatical rules and analytical skills in various
contexts.
Demonstrate discourse competence in language
skills.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is
means of examination… Formative assessments assessed by means of examination…
50% and summative assessment 50%.………… Formative assessments 50% and
summative assessment 50%.…

Module Semester1:3ESS11 NQF Semester 2: 3ESS112 NQF

code:- 1 level: 5 level:6

Title: Social Sciences A Title: Social Sciences B

Content: Content:
Social Sciences as a subject. Physical Geography.

Geography as a component of Social Science. Physical Features and landscape of

South Africa.
Global Population growth and distribution.
Weather climate and vegetation of
Map work skills South Africa
History as a component of Social Science Resources in South Africa

Map work
British colonialism in South Africa

South Africa Kingdom

Local history

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - should be equipped with: -
Demonstrate a basic understanding of Social Demonstrate an understanding of
Science as a subject. physical Geography

Demonstrate a basic understanding of basic Demonstrate an understanding and

History and Geography concepts interpretation of Map work.

Demonstrate a basic understanding of global Demonstrate an understanding of the

population growth and distribution impact of British Colonialism on the
political and socio-economic
Demonstrate a basic understanding of Map work landscape in South Africa
skills Chronicle Palaeolithic Ages in South Africa
Demonstrate an understanding of
Demonstrate a basic knowledge and process of interaction of different
understanding of early inhabitants and European racial groups in South Africa.
settlement in South Africa
Demonstrate an understanding of the
development of South African
Kingdom.

65
Demonstrate and understanding of sources and
their importance in the interpretation of Historical
knowledge

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of Tests, Assignments, Presentations and assessed by means of This module is
Examinations assessed by means of Tests,
Assignments, Presentations and
Examinations.

Module Semester1:3PPS11 NQF Semester2: 3PPS112 NQF

code:- 1 level: 5 level: 6

Title: LIFE SKILLS 1A (Social and personal Title: LIFE SKILLS 1B (Physical
development) Education)

Content: Content:

Personal growth and development Physical education

Aspects of development The value of physical education

Self-awareness Movements concepts (spatial

awareness, body awareness and
Self-esteem qualitative awareness)
Self-confidence Fundamental skills (loco-motor, non-
loco-motor and manipulative)
Coping with the challenges of development
Educational gymnastics
Human relationships
Rolls; jumping; balances; transfer of
Building and maintaining relationships
weights; and vaults
Developing potentials and self-identity
Games
Coping with peer pressure and competition
Territorial games; Net/Wall games;
Family life Line games

Family structure Athletic /track field

The roles and functions of family members Eating plan for the athletes

Enhancement of family life Swimming

Harmonious family relationships Recognized strokes

Culture and diversity Water safety

Economic and social class differences Water confidence

Cultural differences Swimming survival techniques

Ethnicity and race Health and physical fitness

Gender issues Healthy lifestyle

Moral values and citizenship Components of fitness

Core values of citizens Physical fitness tests

Rights and responsibilities Nutrition

Political systems Body composition

Consciousness of global citizenship. The relationship between physical

activity and body composition
Methods used to assess body mass
index

66
 Health risks associated with obesity

Health risks associated with being

underweight

Ways to be active

Safe stretching and warm-up

techniques
Skill development activities

Skill practice in minor games

Dance and movement with high levels
of participation
The effects of physical activity

Module outcomes: Module outcomes:

On completion of this module students will be able On successful completion of this
to: module, students will be able to:
Demonstrate knowledge and understanding of Demonstrate a knowledge and
personal growth and development understanding of physical education
concepts
Demonstrate the skills needed to initiate and
maintain human relationships Apply physical education concepts to
the execution and teaching of various
Demonstrate an understanding of the different skills
forms of family structures
Confidently use the acquired concepts
Demonstrate and understanding and appreciation to engage in the successful
of human values and attitudes application of physical education skills
Demonstrate a knowledge and understanding of Design a safe and appropriate healthy
culture and diversity lifestyle management programme
incorporating elements of physical
Demonstrate a knowledge and understanding of
activity and nutrition
moral values and citizenship.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of assessed by means of

Module Semester1:3DST11 NQF Semester2: 3DST112 NQF

code:- 1 level: 5 level: 6

Title: Education Studies 1A Title: Education Studies 1B

Content: Content

1: Conceptions of education Sociological Theories in Education

Sociological understanding of education Functionalism

Institutional understanding of education Conflict theory

Enlightenment period of understanding education Symbolic Interactionism

2: Ethics and values in education Sociology of Education in school
practice
The nature of ethical thinking, conceptual
analysis, and the evaluation of arguments Ecology of the school
Morality, etiquette and law The role of the school in society

Cultural relativism Diversity in education

67
Morality and religion Culture
Personal relativism and existentialism Race
Utilitarianism Gender
Moral Rights Socialisation

3: History of education Stratification

History of education Norms and Values

Historiography of South African education Status and role

Influence of economic, social and political trends Citizenship education
on education
Ancient and modern concepts of
4: Education provisioning during the period of citizenship
National Party rule
History of South African citizenship
Christian National Education
Future of citizenship education in
Bantu Education Act of 1953 South African schools
Separate education for whites, Indians, blacks
and coloureds

Resistance to Bantu Education

June 1976 Soweto uprisings

The De Lange Commission

People’s education

5: Post – apartheid education

Single national education department

Principles of a new educational dispensation

(democratisation, desegregation, equal
educational opportunities)

Outcomes-based education

National curriculum statement

Curriculum and assessment policy statement.

Module outcomes: Module outcomes:

On successful completion of the

module, students should be able to …

Demonstrate a knowledge and

understanding of sociological theories
of education.

Demonstrate an understanding of the

sociology of education in school
practice.
Demonstrate an understanding of
diversity in education.

Demonstrate an understanding of the

trends in citizenship education.

Critically analyse the relationship

between education and society to
make informed decisions.

Method of delivery: Full Time Method of delivery: Full Time

68
Assessment modes: This module is assessed by Assessment modes: This module is
means of assignments assessed by means of assignments

Module Semester1:3GEP21 NQF Semester2: 3GEP212 NQF

code:- 1 level: 6 level: 6

Title: General Pedagogy 2A Title: General Pedagogy 2B

Content: Content:

A framework for understanding inclusion for Foundations of teaching and learning

South African school communities
Philosophies and perspectives of
What is inclusion? pedagogical content knowledge

Changing paradigms Principles underpinning the process of

teaching and learning
Inclusion in the South African context
Approaches to knowledge structuring
Barriers to learning. and models for quality teaching
Types of barriers The learner and the learning process
Current school reforms and addressing barriers to Important factors a teacher should
student learning know about the learner
Identification and assessment of learners with Perspectives on learning process and
barriers to learning. learning styles
Purpose of assessment Teaching and learning strategies
Assessment strategies Cooperative teaching and learning
strategies
Learning support
Problem-based teaching and learning
Learning support in South Africa
strategies
Principles of Universal Design for Learning (UDL)
Expository teaching and learning
Differentiated instructional strategies strategies

Designing a learner support programme. Indirect teaching and learning

strategies
Collaboration
Education Technologies (Teaching
Collaboration Medias)
Collaboration with teachers, families, education Orientation into assessment
Professional development portfolio Understanding key issues in
assessment
support services, and community members.
Theories on the nature of learners’
needs in assessment (Gardner and
Maslow’ theories)
Purposes, procedures in continuous
assessment

Organising, planning and designing

activities for baseline assessment
Understanding formative assessment
and its implication for teachers in
practice
Diagnostic assessment and its value
in effective teaching and learning

Understanding summative
assessment
Assessment grading models

69
 Implication of assessment on
teachers’ professionalism and
responsibilities
Programming models

Management of assessment of
assessment in schools

Marking and grading

Recording and filing

Reporting learners’ performance

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the

should be able to … module, students should be able to …
Demonstrate a knowledge and understanding of Demonstrate a knowledge and
the practical implications of inclusion for South understanding of the various methods
African school communities of teaching and their application in
their teaching and learning contexts
Identify and assess learners with various barriers
to learning Critically evaluate learning and
teaching activities against the
Design effective differentiated teaching, learning knowledge acquired on principles and
and assessment tasks approaches to teaching and learning
Demonstrate a knowledge and understanding of Demonstrate a knowledge and
the principles of Universal Design for Learning understanding of the purpose of
(UDL) to support the learning of all students various learning styles in a class with
diverse learning needs
Demonstrate a knowledge and understanding of
differentiated instructional strategies to support Demonstrate a knowledge and
learning in inclusive classrooms understanding of the various concepts
and contexts in assessment
Demonstrate the collaborative skills needed for
working with peer professionals, support staff, Demonstrate the ability to produce
parents, and community members assessment plans and activities
Demonstrate a knowledge and understanding of
preparing a professional development portfolio

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of examination…… assessed by means of
examination……

Module Semester1:3LZL211 NQF Semester2: 3LZL212 NQF

code:- level: 6 level: 6

Title: IsiZulu Home Language 2A Title:

Content: Content:
Syntax Poetry.

Sociolinguistics and Pragmatics Folklore.

Critical analysis and interpretation of
poetry and folklore.

Module outcomes: Module outcomes:

70
By the end of the module, students should be able By the end of the module, students
to: should be able to:

Demonstrate knowledge and understanding of Demonstrate a knowledge and

isiZulu Home Language syntax. understanding of poetry and folklore.
Apply isiZulu Home Language sociolinguistics Critically analyse and interpret poetry
and pragmatics skills in texts. and folklore.

Create and evaluate poetry and

folklore.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is
means of examination… Formative assessments assessed by means of examination…
50% and summative assessment 50%.……… Formative assessments 50% and
summative assessment 50%.…

Module Semester1:3LEL211 NQF Semester2: 3LEL212 NQF

code:- level: 6 level: 6

Title: English First Additional Language 2A Title: English First Additional

Language 2B

Content: Content:

Language structures and conventions. Analysis of written and visual texts.

Construction and communication of thoughts and Analysis and interpretation of non-

ideas. literary texts.

Application of grammatical structures and Producing written texts.

conventions.

Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: should be able to:

Analyse written and visual texts.

Analyse and interpret non-literary
texts.
Produce coherent written texts in
English.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is
means of examination… Formative assessments assessed by means of examination…
50% and summative assessment 50%. Formative assessments 50% and
summative assessment 50%.…

Module Semester1:3ESS21 NQF Semester2: 3ESS212 NQF

code:- 1 level: 6 level: 6

Title: Social Sciences 2A (History) Title: Social Sciences 2B

(Geography)

Content: Content:

Early Southern African Kingdoms Human Geography

Pr-post-independence periods of African States. Climatology

South African history Geomorphology

71
 Water resources management

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
able to: should be able to:

Demonstrate a deep understanding of early Demonstrate a knowledge and

Southern African Kingdoms understanding of human and physical
geography
Demonstrate an integrative understanding of
political and social-economic dispensation in pre- Evaluate the impact of population
and post-independence periods of African states growth and distribution on health and
sustainable development
Analyse the influence of urban
environment and economic
development in African

Demonstrate integrative
understanding of climatology and
geomorphology

Interpret weather patterns to predicts

climatic weather conditions
Embrace responsibility for water
resources utilisation in South Africa

Appreciate the challenges of water

resources management in South
Africa

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of This module is assessed by means of assessed by means of This module is
Tests, Assignments, Presentations and assessed by means of Tests,
Examinations Assignments, Presentations and
Examinations

Module Semester1: 3ES211 NQF Semester2:/3ESE212 NQF

code:- level: 6 level: 6

Title: Economic and Management sciences Title: Economic and Management

2A Sciences 2B

Content: Content:
Accounting equation Partnership
Value Added Tax (VAT) Sole Trader AFS (profits and loss,
income statement and Balance sheet)
Salaries and wages
GAAP principles
Non-Current Assets
Cash transactions and Bank
Year-end adjustments reconciliation
Credit transactions

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: should be equipped with:

Method of delivery: Full Time Method of delivery: Full Time

72
Assessment modes: This module is assessed by Assessment modes: This module is
means of This module is assessed by means of assessed by means of This module is
Tests, Assignments, Presentations and assessed by means of Tests,
Examinations Assignments, Presentations and
Examinations

Module Semester1:3PPS21 NQF Semester2: 3PPS212 NQF

code:- 1 level: 6 level: 6

Title: LIFE SKILLS 2A (Health Education) Title: Life Skills 2B (Creative Arts)

Content: Content:

1. Health promotion 1. Creative Art forms

the evolution of health education Historical background of the creative

art forms
health education versus health promotion
Elements and principles of creative art
comprehensive school health forms
2.Physical health Creative arts genres
growth and health 2.Visual Arts
nutrition and growth Developing visual literacy
good health and hygiene habits Creating 2-dimensional techniques
vision and oral care Creating 3-dimensional techniques
infectious diseases The art world
chronic diseases 3.Drama
3. Emotional and psychological health Purpose of drama
the importance of mental health The actor’s instrument
management and control of emotions Drama in performance
stress management Drama production
self-esteem 4.Music
conflict management Notation
managing peer influence Major music categories
development of good human relationships Types of songs/music
4. Body systems Music conducting techniques
skeletal and muscular systems 5. Dance
digestive system Dance theory and principles
nervous system Dance composition
endocrine system Dance performance
respiratory system
circulatory system
5. Sexuality education

purpose and implications of sexuality education

guidelines for comprehensive sexuality education

family living and sexuality education
relationships and pregnancy

73
child abuse
6. Substance use and abuse
alcohol use and abuse
cigarette smoking

drug use and abuse

medication abuse

7. Environmental health
safety first (preventing accidents)

safe from illness and diseases (germs and

diseases)

pollution (water pollution; air pollution)

waste management

Module outcomes: Module outcomes:

On successful completion of this module, On completion of the module,
students will be able to: students will be able to:

Demonstrate an understanding of the concepts Demonstrate a knowledge and

related to health promotion and disease understanding of the various Creative
prevention Art disciplines

Analyse the influence of family, peers, culture, Apply a variety of skills in creative arts
media, technology and other factors on health
behaviours Demonstrate creativity in a variety of
different art forms
Search and access valid health information, and
health-promoting products, and services Value and appreciate their own and
others’ artistic processes and/or
Practice health-enhancing behaviours and products.
reduce health-related risks

Advocate for personal, family, and environmental

health.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assessed by

Module Semester1:3SBM21 NQF Semester2: 3EBE212 NQF

code:- 1 level: 5 level: 5

Title: Basic Mathematics Title: Basic EMS

Content: Content:

Measurements The Economic and Management

Sciences as a field of study
Conversion of units
The economy
Perimeter, area and volume
History of money
Two and three dimensional figures
Goods and services
Basic Financial literacy
Production process
Cost price and selling price
Inequality and poverty
Profit margins
Modern economic systems
Taxation

74
Currency fluctuations The market
Financial and other indices Financial literacy
Simple and compound growth The role of Accounting
Budgeting Accounting concepts

Bond repayments Income and expenditure

Inflation The Accounting Equation

Investments and loans The Accounting system

Exchange rates Entrepreneurship

Data The entrepreneur

Pictographs and circle graphs Starting a business

Stem and leaf plots Different types of businesses

Scatter plots Teaching and learning strategies in

Economic and Management
Histograms and frequency polygons Sciences.
Statistical measures

Probability

Probability of single event

Independent events

Two way diagrams

Number

Sequences

Percentages

Ratio and proportion

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the
should be able to: - module, students should be able to …

Demonstrate a minimal understanding of Demonstrate a knowledge and

mathematics concepts understanding of Economic and
Management Sciences concepts.
Demonstrate general understanding of
mathematics concepts Demonstrate an integrative
knowledge and understanding of
Demonstrate a basic application of mathematics economics, accounting and business
concepts. studies.
Apply knowledge and skills to solve
defined and routine problems in
Economic and Management
Sciences.
Apply strategies of teaching and
assessing Economic and
Management Sciences.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assessed by

75
Module Semester NQF Semester 2: 3DST212 NQF
code:- 1:3DST211 level: 7 level: 7

Title: Education Studies 2A Title: Education Studies 2B

Content: Content: -

Understanding child and adolescence Study of learning

development
Learning theories and philosophies
Theories of development
Relation of learning and instruction
Principles of development
Neuroscience of learning
Early childhood development
Neurophysiology of learning
The context of early childhood development
Brain functions and learning
Physical development in early childhood
Motivation and emotions
Cognitive and language development in early
childhood Theories of learning

Social and emotional development in early Behavioural

childhood
Social Cognitive
Middle childhood development
Information Processing
The context of middle childhood development
Constructivist
Physical development in middle childhood
Complex Cognitive learning
Cognitive and language development in middle processes.
childhood
Metacognition and learning
Social and emotional development in middle
Concept learning
childhood
Problem solving transfer of learning
Adolescence development
Motivation
The context of adolescent development
Theoretical approaches to motivation
Physical development in adolescence
Models of motivation
Cognitive and language development in
adolescence Achievements and motivation
Social and emotional development in Goals, motives, and interest in
adolescence motivation

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the

should be able to: module, students should be able to …
Demonstrate a knowledge and understanding of Demonstrate a knowledge and
childhood and adolescent development. understanding of the different learning
theories and their implications for
Use critical thinking and problem solving skills in teaching and learning.
relation to the childhood and adolescent
developmental issues that occur during Demonstrate a knowledge and
professional practice understanding of the Neuroscience of
learning.

Demonstrate knowledge and an

integrative understanding of complex
learning processes.
Analyse, compare and contrast types
of motivation.

76
 Critique and justify which theories are
best suited for learners’ individual
needs.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of assignments assessed by means of assignments.

Module Semester1:3GEP21 NQF Semester2: 3GEP212 NQF

code:- 1 level: 6 level: 6

Title: General Pedagogy 2A Title: General Pedagogy 2B

Content: Content:
A framework for understanding inclusion for Foundations of teaching and learning
South African school communities
Philosophies and perspectives of
What is inclusion? pedagogical content knowledge

Changing paradigms Principles underpinning the process of

teaching and learning
Inclusion in the South African context
Approaches to knowledge structuring
Barriers to learning. and models for quality teaching
Types of barriers The learner and the learning process
Current school reforms and addressing barriers to Important factors a teacher should
student learning know about the learner
Identification and assessment of learners with Perspectives on learning process and
barriers to learning. learning styles
Purpose of assessment Teaching and learning strategies
Assessment strategies Cooperative teaching and learning
strategies
Learning support
Problem-based teaching and learning
Learning support in South Africa
strategies
Principles of Universal Design for Learning (UDL)
Expository teaching and learning
Differentiated instructional strategies strategies

Designing a learner support programme. Indirect teaching and learning

strategies
Collaboration
Education Technologies (Teaching
Collaboration with teachers, families, education Medias)
support services, and community members.
Orientation into assessment
Professional development portfolio
Understanding key issues in
assessment
Theories on the nature of learners’
needs in assessment (Gardner and
Maslow’ theories)
Purposes, procedures in continuous
assessment

Organising, planning and designing

activities for baseline assessment

Understanding formative assessment

and its implication for teachers in
practice

77
 Diagnostic assessment and its value
in effective teaching and learning
Understanding summative
assessment

Assessment grading models

Implication of assessment on
teachers’ professionalism and
responsibilities
Programming models
Management of assessment of
assessment in schools

Marking and grading

Recording and filing

Reporting learners’ performance

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the

should be able to … module, students should be able to …

Demonstrate a knowledge and understanding of Demonstrate a knowledge and

the practical implications of inclusion for South understanding of the various methods
African school communities of teaching and their application in
their teaching and learning contexts
Identify and assess learners with various barriers
to learning Critically evaluate learning and
teaching activities against the
Design effective differentiated teaching, learning knowledge acquired on principles and
and assessment tasks approaches to teaching and learning
Demonstrate a knowledge and understanding of Demonstrate a knowledge and
the principles of Universal Design for Learning understanding of the purpose of
(UDL) to support the learning of all students various learning styles in a class with
diverse learning needs
Demonstrate a knowledge and understanding of
differentiated instructional strategies to support Demonstrate a knowledge and
learning in inclusive classrooms understanding of the various concepts
and contexts in assessment
Demonstrate the collaborative skills needed for
working with peer professionals, support staff, Demonstrate the ability to produce
parents, and community members assessment plans and activities
Demonstrate a knowledge and understanding of
preparing a professional development portfolio

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of
examination……

Module Semester1:3LZL311 NQF Semester2: 3LZL312 NQF

code:- level: 6 level: 6

Title: IsiZulu Home Language Education 3A Title: IsiZulu Home Language

Education 3B

Content: Content:
Foundations of teaching and learning in IsiZulu IsiZulu Home Language teaching and
Home Language. learning in school.

78
IsiZulu Home Language subject policy Curriculum differentiation and
documents. adaptive teaching in IsiZulu Home
Language.
Teaching and learning strategies in IsiZulu Home
Language. Classroom research in IsiZulu Home
Language.
Assessment strategies in IsiZulu Home
Language. Develop pedagogical content
knowledge in IsiZulu Home
Learning and Teaching Support Materials in Language.
IsiZulu Home Language.
ICT in IsiZulu Home Language.

Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: should be able to:

Demonstrate a knowledge and understanding of Use elementary statistical information

the foundations of teaching and learning in IsiZulu to manage teaching, learning and
Home Language. assessment in IsiZulu Home
Language.
Demonstrate a knowledge and understanding of
the relevant policies in IsiZulu Home Language Demonstrate competence in
teaching and learning. assessing and monitoring learner
progress and achievement in IsiZulu
Select and use appropriate strategies, methods Home Language.
and techniques in the teaching and learning of
IsiZulu Home Language. Use the results of assessment to
improve the teaching and learning of
Design appropriate lesson plans in IsiZulu Home IsiZulu Home Language.
Language taking into account theories of
teaching, learning, child development and Adapt lessons and assessment tasks
curriculum needs. to accommodate learners with
different learning problems in IsiZulu
Design appropriate assessment strategies in Home Language.
IsiZulu Home Language.
Demonstrate the competence needed
Design, select and adapt appropriate teaching to learn from available research in
and learning support materials for IsiZulu Home order to improve teaching in the
Language. IsiZulu Home Language classroom
and to enhance their own academic
Demonstrate an understanding of the use of ICT
learning.
in facilitating IsiZulu Home Language.
Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences.
Evaluate curriculum policies for the
teaching of IsiZulu Home Language.

Demonstrate understanding of the

use of ICT in facilitating IsiZulu Home
Language.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is
means of examination Formative assessments assessed by means of examination
50% and summative assessment 50%. Formative assessments 50% and
summative assessment 50%

Module Semester1:3LEL311 NQF Semester2: 3LEL312 NQF

code:- level: 6 level: 6

Title: English First Additional Language Title: English First Additional

Education 3A Language Education 3B

79
Content: Content:
Foundations of teaching and learning in English. English First Additional Language
teaching and learning in school.
English First Additional Language policy
documents. Curriculum differentiation and
adaptive teaching in English First
Teaching and learning strategies in English First Additional Language.
Additional Language.
Classroom research in English First
Assessment strategies in English First Additional Additional Language.
Language.
Develop pedagogical content
Lesson design in English First Additional knowledge in English First Additional
Language. Language.
Learning and Teaching Support Materials in ICT in English First Additional
English First Additional Language. Language.

Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: should be able to:

Demonstrate a knowledge and understanding of Use elementary statistical information

the foundations of teaching and learning in to manage teaching, learning and
English First Additional Language. assessment in English First Additional
Language.
Demonstrate a knowledge and understanding of
the relevant policies in English First Additional Demonstrate competence in
Language teaching and learning. assessing and monitoring learner
progress and achievement in English
Select and use appropriate strategies, methods First Additional Language.
and techniques in the teaching and learning of
English First Additional Language. Use the results of assessment to
improve teaching and learning of
Design appropriate lesson plans in English taking English First Additional Language.
into account theories of teaching, learning, child
development and curriculum needs Adapt lessons and assessment tasks
to accommodate learners with
Design appropriate assessment strategies in different learning problems in English
English First Additional Language. First Additional Language.
Design, select and adapt appropriate teaching Demonstrate competence to learn
and learning support materials for English First from available research in order to
Additional Language. improve teaching in the English First
Additional Language classroom and
Demonstrate understanding of the use of ICT in
to enhance their own academic
facilitating English First Additional Language.
learning.
Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences.

Evaluate curriculum policies for

English First Additional Language
teaching.

Demonstrate understanding of the

use of ICT in facilitating English First
Additional Language.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by coursework/research which is
means of examination… Formative assessments assessed by means of examination…
50% and summative assessment 50%.

80
 Formative assessments 50% and
summative assessment 50%.…

Module Semester1:3ESS31 NQF Semester2: /3ESS312 NQF

code:- 1 level: 6 level: 6

Title: Social Sciences Education 3A Title: Social Sciences Education 3B

Content: Content:

Foundations of teaching and learning in Social Social sciences teaching and learning
Sciences in School
Teaching and Learning strategies in Social Curriculum differentiation and
Sciences adaptive teaching in social Sciences

Assessment strategies in Social Sciences Classroom research in social

sciences
Lesion design in Social sciences
Develop pedagogical content
Learning and Teaching Support Materials in knowledge in Social Sciences
Social Sciences
ITC in Social Sciences

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
able to: should be able to:
Demonstrate a knowledge and understanding of Use elementary statistical information
the foundations of teaching and learning in social to manage teaching, learning and
science assessment in Social Sciences

Demonstrate a knowledge and understanding of Demonstrate competence in

the relevant policies in social sciences teaching assessing and monitoring learner
and learning progress and achievement in Social
Sciences
Select and use appropriate strategies, methods
and techniques in the teaching and learning of Use the results of assessment to
social sciences improve teaching and learning of
Social Sciences
Design appropriate lesson plans in social
sciences talking into account theories of teaching, Adapt lessons and assessment tasks
learning, child development and curriculum to accommodate learners with
needs. different learning problems in Social
Sciences
Design appropriate assessment strategies for
social sciences Demonstrate the competence needed
to learn from the available research to
Design, select and adapt appropriate teaching improve teaching in the Social
and learning support materials for social sciences Sciences classroom and to enhance
their own academic learning
Demonstrate an understanding of the use of ICT
in facilitating Social Sciences Develop the content knowledge
needed to plan, implement and
assess effective teaching and learning
experience
Evaluating curriculum policies in
Social Sciences

Demonstrate an understanding of the

use of ITC in facilitating Social
Sciences

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of This module is assessed by means assessed by means of This module is
assessed by means of Tests,

81
of Tests, Assignments, Presentations and Assignments, Presentations and
Examinations Examinations

Module Semester1:3PPS31 NQF Semester 2: 3PPS312 NQF

code:- 1 level: 6 level: 6

Title: Life Skills Education 3A Title: Life Skills Education 3B

Content: - Content: -

Foundations of teaching and learning in Life Skills Life Skills teaching and learning in
school
History of Life Skills teaching and learning
Use elementary statistical information
Life Skills policy documents to manage teaching, learning and
assessment activities
Subject policy documents
Curriculum differentiation and
Teaching and learning strategies in Life Skills
adaptive teaching in Life Skills
Teaching and learning theories
Barriers to learning and development
Teaching and learning strategies
Designing differentiated learning
Assessment strategies in Life Skills activities

Lesson design in Life Skills Classroom research in Life Skills

Learning and Teaching Support Materials in Life Use existing research literature in Life
Skills Skills to improve classroom practice

Improvisation in Intermediate Phase Life Skills Develop pedagogical content

knowledge in Life Skills

Addressing alternative – pre- and

misconceptions
ICT in Life Skills

Module outcomes: Module outcomes:

On successful completion of the module students On successful completion of the
will be able to: module, students will be able to:
Demonstrate a knowledge and understanding of Use elementary statistical information
the foundations of teaching and learning in Life to manage teaching, learning and
Skills. assessment in Life Skills.

Demonstrate a knowledge and understanding of Demonstrate competence in

the relevant policies in Life Skills teaching and assessing and monitoring learner
learning. progress and achievement in Life
Skills.
Select and use appropriate strategies, methods
and techniques in the teaching and learning of Use the results of assessment to
Life Skills. improve teaching and learning of Life
Skills.
Design appropriate lesson plans for Life Skills
taking into account theories of teaching, learning, Adapt lessons and assessment tasks
child development and curriculum needs. to accommodate learners with
different learning problems in Life
Design appropriate assessment strategies in Life Skills.
Skills.
Demonstrate the competence to learn
Design, select and adapt appropriate teaching from available research in order to
and learning support materials for Life Skills. improve teaching in the Life Skills
classroom and to enhance their own
Demonstrate an understanding of the use of ICT
academic learning.
in facilitating Life Skills.
Develop the content knowledge
.
needed to plan, implement and

82
 assess effective teaching and learning
experiences.

Evaluate curriculum policies for Life

Skills.
Demonstrate an understanding of the
use of ICT in facilitating Life Skills..

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules

coursework/research which is assessed by is coursework/research which is
means of assessed by means of

Module Semester NQF Semester 2: 3DST312 NQF

code:- 1:3DST311 level: 7 level: 7

Title: Education Studies 3A Title: Education Studies 3B

Content: Content:
Administration as it relates to school Common law practices in education
administration and school management.
Legislation impacting on education
School administration
The Constitution of the Republic of
School management South Africa, Act 108 of 1996
School administration and effectiveness The South African Schools Act

Education management theories The Employment of Educators Act

Collegial management theories The Labour Relations Act

Bureaucratic management theories 3 Legal foundations for school
practice
Political management theories
Rules and interpretation of statutes
The nature and the purpose of school
management and leadership both generally and Court cases that impact on school
in the context of a changing South Africa. practice

School leadership and management practice for 4 The legal status of the
the changing South African context
educator
School management teams
learner
Embracing alternative ways of managing and
leading school

Management of resources
Management of human resources

Management of physical resources

Financial resources

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the

should be able to: module, students will be able to:

Demonstrate knowledge of and insight into school Demonstrate a knowledge and

administration and management. understanding of the legislation and
policies that impact on school practice
Apply a knowledge and understanding of
educational management theories to solve school Apply their knowledge and skills to
management problems. classroom and school management in
ways that demonstrate their ability to
interpret the legislation and policies

83
Demonstrate an understanding of the school Analyse and critique court cases that
administrative duties required for the effective impact on school practice
management of learning environments.
.
Demonstrate knowledge of the management
theories which impact on educational practice.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules

coursework/research which is assessed by is coursework/research which is
means of assessed by means of

84
FED.2.3.4. MODULE CONTENT AND OUTCOMES FOR INTERMEDIATE PHASE TEACHING
- EBDIP2

INTERMEDIATE PHASE TEACHING (LANGUAGE AND HUMANITIES) – YEAR

COURSES

Module code:- Year Level 1: 3DSL100 NQF level: 5

Title: Academic skills for Educators

Content: -

− Communicative competence.
− Reading and writing for academic purposes.
− Information literacy skills.
− Planning as an important component of academic writing process.
− Computing Fundamentals.
− Key Applications.
− Living online.
Module outcomes:

− By the end of the module, students should be able to:

− Apply the academic reading and writing skills acquired to their learning.
− Demonstrate the use of critical reading skills in the pursuit of their studies.
− Use presentation skills.
− Use information technology to plan, administer, develop teaching resources and
collect information.
− Apply the skills needed to use computers in intermediate phase classes.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of examination…Formative assessments 50% and summative assessment 50%

Module code:- Year Level 4: 3LZL400 NQF level: 7

Title: IsiZulu Home Language Education 4

Content:
− IsiZulu Home Language teaching and learning in school.
− Classroom research in IsiZulu Home Language.
− Advanced development of pedagogical content knowledge in IsiZulu Home
Language.
− Advanced development of pedagogical content knowledge in IsiZulu Home
Language.
− Curriculum policies in IsiZulu Home Language.
− Reflection on teaching and learning experiences in IsiZulu Home Language.
Module outcomes:
By the end of the module, students should be able to:

− Use elementary statistical information to critically reflect on teaching and learning,

and assessment processes in IsiZulu Home Language.
− Demonstrate competence to use action research in IsiZulu Home Language.
− Reflect on teaching and learning experiences in IsiZulu Home Language.
− Critique curriculum policies in IsiZulu Home Language.
− Demonstrate competence to link epistemology of IsiZulu with IsiZulu Home
Language practices.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of examination… Formative assessments 50% and summative assessment 50%.

Module code:- Year Level 4: 3LEL400 NQF level: 7

85
Title: English First Additional Language Education 4

Content:

− English First Additional Language teaching and learning in school.

− Classroom research in English First Additional Language.
− Advanced development of pedagogical content knowledge in English First Additional
Language.
− Curriculum policies in English First Additional Language.
− Reflection on teaching and learning experiences in English First Additional
Language.
Module outcomes:
By the end of the module, students should be able to:

− Use elementary statistical information to critically reflect on teaching, learning and

assessment processes in English First Additional Language.
− Demonstrate the competence needed to use action research in English First
Additional Language.
− Reflect on teaching and learning experiences in English First Additional Language.
− Critique curriculum policies for English First Additional Language.
− Demonstrate competence to link epistemology in English First Additional Language
with English practice.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of examination… Formative assessments 50% and summative assessment 50%.

Module code:- Year Level 4: 3ESS400 NQF level: 7

Title: Social Sciences Education 4

Content: -
1. Social Sciences teaching and learning in school
− Use elementary statistical information to critically reflect on their teaching, learning
and assessment processes and address complex problems applying evidence
based solutions
2. Classroom research in Social Sciences
− Use Action research in Social Sciences to :
✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence based solutions and theory
driven arguments
3. Advanced development of pedagogical content knowledge in Social Sciences
− Link the epistemology of the Social Sciences with Social Sciences practice
− Addressing alternative pre- and misconceptions
4. Curriculum policies in Social Sciences
− Critique curriculum policies in Social Sciences
5. Reflection on teaching and learning experiences in Social Sciences
Module outcomes:
On successful completion of the module, students will be able to:

− Use elementary statistical information to critically reflect on teaching, learning and

assessment processes in Social Sciences
− Demonstrate the competence needed to use action research in the Social Sciences
− Reflect on teaching and learning experiences in Social Sciences
− Critique curriculum policies in Social Sciences
− Demonstrate the competence needed to link the epistemology of the Social
Sciences with Social Sciences practice.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of

Module code:- Year Level 4: 3PPS400 NQF level: 7

86
Title: Life Skills Education 4

Content: -
1. Life Skills teaching and learning in school
− Use elementary statistical information to critically reflect on their teaching, learning
and assessment processes and address complex problems applying evidence-
based solutions
2. Classroom research in Life Skills
− Use Action research in Life Skills to :
✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence based solutions and theory
driven arguments
3. Advanced development of pedagogical content knowledge in Life Skills
− Link epistemology of Life Skills with Life Skills practices
− Addressing alternative pre- and misconceptions
4. Curriculum policies in Life Skills
− Critique curriculum policies in Life Skills
5. Reflection on teaching and learning experiences in Life Skills
Module outcomes:

On successful completion of the module, students will be able to:

− Use elementary statistical information to reflect critically on teaching, learning and

assessment processes in Life Skills.
− Demonstrate competence in the use of action research for Life Skills.
− Reflect on teaching and learning experiences in Life Skills.
− Critique curriculum policies for Life Skills.
− Demonstrate the competence needed to link the epistemology of Life Skills to Life
Skills practices.
Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

Module code:- Year Level 4: 3LCL400 NQF level: 5

Title: Conversational Language for Teachers - Afrikaans

Content:

− Basic functional use of Afrikaans.

− Listening in Afrikaans.
− Basic reading in Afrikaans.
− Basic written text in Afrikaans.
Module outcomes:

By the end of the module, students should be able to:

− Demonstrate functional use of basic Afrikaans

− Listen and respond to multi modal texts in Afrikaans

− Read and view various texts in Afrikaans

− Write basic texts in Afrikaans

Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of examination… Formative assessments 50% and summative assessment 50%.…

Module code:- Year Level 4: 3LCL400 NQF level: 5

Title: Conversational Language for Teachers - Sesotho

Content:

− Greetings, friendly exchange and farewell.

− Home and family: Poems and songs.
87
 − School and university: Contrasts in town and country life.
− Respect: Basic values for royal family.
− Radio and television programmes.
Module outcomes:

By the end of the module, students should be able to:

− Demonstrate functional use of basic Sesotho.

− Listen and respond to multi modal texts in Sesotho.

− Read and review various texts in Sesotho.

− Write basic texts in Sesotho.

Method of delivery: Full Time

Assessment modes: This modules is coursework/research which is assessed by means

of examination……

FED.2.3.5. TEACHING PRACTICE MODULE CONTENT AND OUTCOME (3BDIP1 AND

3BDIP2)

INTERMEDIATE PHASE TEACHING PRACTICE MODULES – YEAR COURSES

Module code:- Year Level 1: 3PTE100 NQF Level 5

Title: School Experience 1

Content:

(Campus based, Semester 1)

− Design an observation tool
− Write their teaching philosophy statement
(Campus based, Semester 1&2)
− Becoming an IP teacher –watching video clips
(School based, Semester 2, 1 week)
− School observation – school functionality
− Complete the journal, write with critical reflection
(Campus based, Semester 2)
− Reflect on characteristics of a classroom
− Reflect on school and classroom management
Module outcomes:
On successful completion of the module, students should be able to

− Observe and document the classroom management strategies used by

teachers
− Design and implement the observation tools learned
− Reflect on their school-based activities, observed and performed
Method of delivery: Full Time

Assessment modes: This module is assessed by means of examination…

Module code:- Year Level : 3PTE200 NQF level: 6

Title: School Experience 2

Content:

− Observe, reflect and document teaching, learning and assessment practices.

− Critically analyse various teaching and learning practices across a variety of
contexts
− Present information using a journal and portfolio of evidence
− Identify and document observed barriers to learning
Module outcomes:

88
On successful completion of the module, students should be able to …

− Observe, document and reflect on the teaching and learning strategies used by
the teacher

− Critically analyse various teaching and learning practices across a variety of

contexts
− Identify learners with learning and developmental barriers and reflect on the
teaching and learning strategies employed in the classroom
Method of delivery: Full Time

Assessment modes: This module is assessed by means of examination……

Module code:- Year Level 3: 3PTE300 NQF level: 6

Title: School Experience 3

Content:
1. Use of Educational technology for teaching and learning
− Preparing, designing, developing and using classroom technologies – pictures,
charts, flashcards, magazines and various audio-visual teaching and learning
materials
− Use educational technologies for teaching and learning – ICT, instructional
media involving multiple senses of learners and instructional material selection
2. Use of Micro teaching centre to develop teaching and learning skills.
− Presenting lessons
− Reflecting on lessons presented by peers
3. Work integrated learning in school under supervision (mentors and a university
supervisor) in partnership schools
− Lesson presentation
− Demonstrate classroom management skills
− Designing teaching and learning activities that are informed by the focus area
− Developing a professional development portfolio
− Engage in post-observation conferencing and support
Method of delivery: Full Time

Assessment modes: This module is assessed by means of examination……

Module code:- Year Level 4: 3PTE400 NQF level: 7

Title: School Experience 4

Content:

1. Curriculum differentiation
− Manage barriers to learning and development in practice
− Design differentiated learning activities
− Use strategies for differentiating teaching to meet the specific learning needs
of learners, across the full range of abilities
− Design activities that are informed by the area of specialisation
− Develop and design intermediate phase lesson plans and daily preparations
− Assess and report on learner performance
2. Developing a professional portfolio of evidence
− Evidence of all teaching experiences
3. Application of appropriate classroom management strategies to promote safe
and supportive learning environments.
4. Educational technologies for teaching and learning
− Use visual and audio visual resources in lesson presentation.
5. Post- practice teaching conferencing
− Remediation of challenges experienced during class room practice
− Dealing with issues from reflections
− Peer reviews
− Challenges categories (learners, methods, classroom, LTSMs, extramural
activities or other engagement in the school.
6. Service learning community projects

89
FED.2.4. BACHELOR OF EDUCATION: SENIOR PHASE and FET TEACHING – 3BDSF1,3BDSF2 &
3BDSF3 (IMPORTANTNOTICE: THERE WILL BE NO INTAKE IN 2023)

FED.2.4.1. PRE /CO REQUISITES TABLE: 3BDSF1,2,3

B. Ed in Senior Phase and FET Teaching

Module code Descriptive name Pre/Co requisite
(HEQSf aligned)

3DST211 Education Studies 2A 3DST111

3GEP211 General pedagogy 2A 3GEP111
3DST212 Educational Studies 2B 3DST112
3GEP212 General pedagogy 2B 3GEP112
3SCS311 Computer Science Education 3A 4CPS111

4CPS112
3SLS311 Life Science Education 3A 4BOT111

4BOT112

4ZOL111

4ZOL112
3SML311 Mathematic Literacy Education 3A 4MTH111

4MTH112

3SMM311 Mathematical Literacy Education4 (FET) 4MTH111

4MTH112

3SMS311 Mathematics Education 3A (SP) 4MTH111

4MTH112

3SMT311 Technology Education #A 4PHY111

4PHY112

3SNE311 Natural Sciences Education 3A 4BOT111

4BOT112

4CHM111

4CHM112

4PHY111

4PHY112

4ZOL111

4ZOL112

3SPS311 Physical Science Education 3A 4CHM111

4CHM112

4CHM212

4PHY111

4PHY112

4PHY212

90
3SCS312 Computer Science #B 4CPS111

4CPS112

3SLS312 Life Science Education3A 4BOT111

4BOT112

4ZOL111

4ZOL112
3SML312 Mathematics Literacy Education 3B 4MTH111

4MTH112
3SMM312 Mathematics Education 3B (FET 4MTH111

4MTH112
3SMS312 Mathematics Education 3B (SP) 4MTH111

4MTH112
3SMT312 Technology Education 3B 4PHY111

4PHY112
3SNE312 Natural Sciences Education 3B 4BOT111

4BOT112

4CHM111

4CHM112

4PHY111

4PHY112

4ZOL111

4ZOL112
3SPS312 Physical Science Education 3B 4CHM111

4CHM112

4CHM212

4PHY111

4PHY112
3SCS400 Computer Science Education 4 3SCS311

4CPS211
3SLS400 Life Science Education 4 3SLS311

3SML400 Mathematical Education 3A (FET) 3SML311

3SMS400 Mathematical Education4 (SP) 3SMS31

3SMT400 Technology Education 4 NONE

3SMM400 NONE
3SCC400 NONE

3SNE400 Natural Science Education 4 3SNE311

3SPS400 Physical Science Education 4 4PHY112

3HMH311 History Education 3A 1HIS111

1HIS112

3HMS311 Social Sciences Education 3A 3ESS111

3ESS112
3HMH312 History Education 3B 1HIS111

1HIS112

91
3HMS312 Social Sciences Education 3B 3ESS111

3ESS112
3HAC311 Accounting Education 3A 2ACC101

2ACC102
3HBE311 Business Studies Education 3A 2BMG101

2BMG102
3HEC311 Economics Education 3A 2ECN101

2ECN102
3HEM311 EMS Education 3A 2ACC101

2ACC102

2BMG101

2BMG102

2ECN101

2ECN102

3HAC312 Accounting Education 3B 2ACC101

2ACC102
3HBE312 Business Studies Education 3B 2BMG101

2BMG102

3HEC312 Economics Education 3B 2ECN101

2ECN102
3HEM312 EMS Education 3B 2ACC101

2ACC102

2BMG101

2BMG102

2ECN101

2ECN102
3BHE400 2BMG101
3HEM400 2ACC101

2BMG101

3HEM311
3PTE200 School Experience 2 3PTE100
3PTE300 School Experience 3 3PTE200
3PTE400 School Experience 4 3PTE300

92
 FED.2.4.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: SENIOR PHASE AND FET TEACHING QUAL.CODE: 3BDSF1

Year Level 1 Year level 2 Year level 3 Year level 4

First semester First semester First semester First semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/Electi Cr Module code Core/Ancillary Cr Module code Core/Ancillary/ Cr
code Elective ve /Elective Elective
EDST111 C 12 EDST211 C 12 3DST311 C 12
EGEP111 C 12 EGEP211 C 12 3LTC311 C 08
Group A: Choose one module specialisation Group A: Choose one module specialisation 3SCS311 C 08
4ZOL111 E 16 4ZOL211 E 16 3SLS311 C 08
4MTH111 E 16 4MTH211 E 16 3SML311 C 08
Group B: Choose one module specialisation Group B: Choose one module specialisation 3MM311 C 08
4PHY111 E 16 4PHY211 E 16 3SMS311 C 08
4BOT111 E 16 4BOT211 E 16 3SMT311 C 08
4MTH111 E 16 4MTH211 E 16 3SNE311 C 08
Group C: Choose one module specialisation Group C: Choose one module specialisation 3SPS311 C 08
4CHM111 E 16 4CHM211 E 16
4CPS111 E 16 4CPS211 E 16
4CPS231
4MTH111 E 16 4MTH211 E 16
Total 1st 72 Total 1st Total 1st 84 Total 1st
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second semester Second semester Second semester Second semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/Electi Cr Module code Core/Ancillary Cr Module code Core/Ancillary/ Cr
code
EDST112 Elective C 12 EDST212 ve
C 12 3DST312 /Elective
C 12 Elective
EGEP112 C 12 EGEP212 C 12 3LTC312 C 08
Group A: Choose one module specialisation Group A: Choose one module specialisation 3SCS312 C 08
4ZOL112 E 16 4ZOL212 E 16 3SLS312 C 08
4MTH112 E 16 4MTH212 E 16 3SML312 C 08
Group B: Choose one module specialisation Group B: Choose one module specialisation 3SMM312 C 08
4PHY112 E 16 4PHY212 E 16 3SMS312 C 08
4BOT112 E 16 4BOT212 E 16 3SMT312 C 08
4MTH112 E 16 4MTH212 E 16 3SNE312 C 08
Group C: Choose one module specialisation Group C: Choose one module specialisation 3SPS312 C 08
4CHM112 E 16 4CHM212 E 16
4CPS112 E 16 4CPS212 E 16
4CPS242 E 16
4MTH112 E 16 4MTH212 E 16
Total 2nd 72 Total 2nd 72 Total 2nd 84 Total 2nd
semester semester
Year Modules semester
Year Modules semester
Year Modules

93
Year Level 1 Year level 2 Year level 3 Year level 4
3DSL100 C 08 3PTE200 C 16 3PTE200 C 32 3SCL400 C 12
3PTE100 C 08 3SCS400 C 20
3SLS400 C 20
3SML400 C 20
3SMM400 C 20
3SMS400 C 20
3SMt400 C 20
3SNE400 C 20
3SPS400 C 20
3PTE400 c 48
Year module 16 Year module 16 Year module Year module
credit Total
Overall 88 credit Total
Overall 88 credit Total
Overall 116 credit Total
Overall 220
year level 1 year level 2 year level 3 year level 4
Total credits for the curriculum 512

94
FED.2.4.3. QUALIFICATION NAME: BACHELOR OF EDUCATION: SENIOR PHASE AND FET TEACHING QUAL.CODE: 3BDSF2

Year Level 1 Year level 2 Year level 3 Year level 4

First semester First semester First semester First semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/Electi Cr Module code Core/Ancillary/Elec Cr Module Core/Ancillary/ Cr
code Elective ve tive code Elective

3DST111 C 12 3DST211 C 12 3HGE311 C 12

3GEP111 C 12 3GEP211 C 12 3HMH311 C 12
Group A: Choose one module specialisation Group A: Choose one module specialisation 3HMS311 C 12
4GES111 E 16 4GES211 E 16 3LEL311 C 08
1RTO111 E 16 1RTO211 E 16 3LES311 C 12
1ENG111 E 16 1ENG211 E 16 3LTC311 C 08
Group B: Choose one module specialisation Group B: Choose one module specialisation 3LZM311 C 12
1HIS111 E 16 1HIS111 E 16 3LZN311 C 12
1ZUL151 E 16 1ZUL241 E 16 3PTO311 C 12
1ENG111 E 16 1ENG211 E 16
Group C: Choose one module specialisation Group C: Choose one module specialisation
1ENG111 E 16 1ENG211 E 16
1RTO111 E 16 1RTO211 E 16
Total 1st 72 Total 1st 72 Total 1st 100 Total
semester
Year Level 1 semester
Year level 2 semester
Year level 3 1st
Year level 4
semest
Second semester Second semester Second semester Second
er semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/Electi Cr Module code Core/Ancillary/Elec Cr Module Core/Ancillary/ Cr
code Elective ve tive code Elective

3DST112 C 12 3DST212 C 12 3DST312 C 12

3GEP112 C 12 3GEP212 C 12 3HGE312 C 12
Group A: Choose one module specialisation Group A: Choose one module specialisation 3HMH312 C 12
4GES112 E 16 4GE2112 E 16 3HMS312 C 12
1RTO112 E 16 1RTO212 E 16 3LEL312 C 08
1ENG112 E 16 1ENG122 E 16 3LES312 C 12
Group B: Choose one module specialisation Group B: Choose one module specialisation 3LTC312 C 08
1HIS112 E 16 1HIS212 E 16 3LZM312 C 12
1ZUL152 E 16 1ZUL242 E 16 3LZN312 C 12
1ENG112 E 16 1ENG212 E 16 3MTO312 C 12
Group C: Choose one module specialisation Group C: Choose one module specialisation
1ENG112 E 16 1ENG212 E 16
1RTO112 E 16 1RTO112 E 16
Total 2nd 72 Total 2nd 72 Total 2nd 112 Total
semester semester semester 2nd
semest
er

95
 Year Modules Year Modules Year Modules

Year Level 1 Year level 2 Year level 3 Year level 4

EDSL100 C 08 3PTE200 C 16 3PTE300 C 32 3HGE4 C 20
EPTE100 C 08 00
3HMH4 C 20
00
3HMS4 C 20
00
3LCL40 C 12
0
3LEL40 C 16
0
3LES40 C 12
0
3LZL40 C 16
0
3LZM40 C 12
0
3LZN40 C 12
0
3MTO4 c 20
00
3PTE40 C 48
Year module 16 Year module 16 Year module 32 0
Year 208
credit
Overall Total 88 credit
Overall Total 88 credit
Overall Total 144 module
Overall 208
year level 1 year level 2 year level 3 credit
Total
year
Total credits for the curriculum level 4 528

96
FED.2.4.4. QUALIFICATION NAME: BACHELOR OF EDUCATION: SENIOR PHASE AND FET TEACHING QUAL.CODE: 3BDSF3.
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/ Cr Module code Core/Ancillary Cr Module code Core/Ancillary/ Cr
code Elective Elective /Elective Elective
3DST111 C 12 3DST211 C 12 3DST311 C 12
3GEP111 C 12 3GEP211 C 12 3HAC311 C 12
Group A: Take one module specialisation Group A: Take one module specialisation 3HBE311 C 12
2ACC101 E 16 2ACC201 E 16 3HEC311 C 12
Group B: Take one module specialisation Group B: Take one module specialisation 3HEM311 C 12
2ECN101 E 16 2ECN201 E 16 3LTC311 C 08
Group C: Take one module specialisation Group C: Take one module specialisation
2BMG101 E 16 2BMG201 E 16
Total 1st 72 Total 1st 72 Total 1st 68 Total 1st
semester
Year Level 1 semester Year level 2 semester
Year level 3 semester
Year level 4
Second semester Second semester Second semester Second semester
Module Core/Ancillary/ Cr Module code Core/Ancillary/ Cr Module code Core/Ancillary Cr Module code Core/Ancillary/ Cr
code
3DST112 Elective C 12 3DST212 Elective
C 12 3DST312 /Elective
C 12 Elective
3GEP112 C 12 3GEP212 C 12 3HAC312 C 12
Group A: Take one module specialisation Group A: Take one module specialisation 3HBE312 C 12
2ACC102 E 16 2ACC202 E 16 3HEC312 C 12
Group B: Take one module specialisation Group B: Take one module specialisation 3HEM312 C 12
2ECN102 E 16 2ECN202 E 16 3LTC312 C 08
Group C: Take one module specialisation Group C: Take one module specialisation
2BMG102 E 16 2BMG202 E 16
Total 2nd 72 Total 2nd 72 Total 2nd 68 Total 2nd
semester semester
Year Modules semester
Year Modules semester
Year Modules

Year Level 1 Year level 2 Year level 3 Year level 4

3DSL100 C 08 3PTE200 C 16 3PTE300 32 3HAC400 20
3PTE100 C 08 3HBE400 20
3HEC400 20
3HEM400 20
3LCL400 12
3PTE400 48
Year module 16 Year module 16 Year module 32 Year module 140
credit
Overall Total 160 credit
Overall Total 160 credit
Overall Total 100 credit
Overall Total 140
year level 1 year level 2 year level 3 year level 4
Total credits for the curriculum 570

97
FED.2.4.5. SEMESTER MODULE CONTENT AND OUTCOMES FOR SENIOR
PHASE AND FET TEACHING – 3BDSF1, 3BDSF2, 3BDSF3
(Compulsory Modules.)
SENIOR PHASE AND FET TEACHING – SEMESTER COURSES

Module Semester1: NQF Semester 2: NQF

code:- level: 5 level: 5
3DST111 3DST112

Title: Education studies 1A (IP) Title: Education studies 1B (IP)

Content: Content:

To provide students with basic knowledge To provide students with sound

and understanding of philosophy and history knowledge of sociology of
of education. education.
1. Conceptions of education
− Sociological understanding of 1. Sociological Theories in
education Education
− Institutional understanding of − Functionalism
education − Conflict theory
− Enlightenment period of − Symbolic Interactionism
understanding education 2. Sociology of Education in
2. Ethics and values in education school practice
− The nature of ethical thinking, − Ecology of the school
conceptual analysis, and the − The role of the school in
evaluation of arguments society
− Morality, etiquette and law 3. Diversity in education
− Cultural relativism − Culture
− Morality and religion − Race
− Personal relativism and existentialism − Gender
− Utilitarianism − Socialisation
− Moral Rights − Stratification
3. History of education − Norms and Values
− History of education − Status and role
− Historiography of South African 4. Citizenship education
education − Ancient and modern
− Influence of economic, social and concepts of citizenship
political trends on education − History of South African
4. Education provisioning during the citizenship
period of National Party rule − Future of citizenship
− Christian National Education education in South African
− Bantu Education Act of 1953 schools
− Separate education for whites,
Indians, blacks and coloureds
− Resistance to Bantu Education
− June 1976 Soweto uprisings
− The De Lange Commission
− People’s education
5. Post – apartheid education
− Single national education department
− Principles of a new educational
dispensation
− Curriculum transformation in South
Africa

98
Module outcomes: Module outcomes:
On successful completion of the module, On successful completion of the
students should be able to: module, students should be able
to …
− Demonstrate knowledge and
understanding of the relationship − Demonstrate a knowledge
between education changes and and understanding of
various external social, political, sociological theories of
ideological and economic factors. education.
− Demonstrate the ability to distinguish − Demonstrate an
between traditional and contemporary understanding of the
ways of conceptualising education. sociology of education in
− Demonstrate an understanding of school practice.
philosophical underpinnings of ethics − Demonstrate an
in education. understanding of diversity
− Demonstrate an understanding of the in education.
different education systems in the − Demonstrate an
history of South African education. understanding of the
− Demonstrate the ability to identify, trends in citizenship
analyse and critically reflect on education.
philosophy, sociology and history of − Critically analyse the
education to address complex relationship between
education and society to
problems in education
make informed decisions.
Method of delivery: Full Time Method of delivery: Full Time

− Lectures (face to face, limited − Lectures (face to face,

interaction or technologically limited interaction or
mediated) technologically mediated)
− Practicals (laboratory work, applying − Practicals (laboratory work,
and investigating theoretical applying and investigating
knowledge, development of theoretical knowledge,
experimental techniques) development of
− Tutorials: individual groups of 30 or experimental techniques)
less − Tutorials: individual groups
− Syndicate groups of 30 or less
− Practical workplace experience − Syndicate groups
(experiential learning/work-based − Practical workplace
learning etc.) experience (experiential
learning/work-based
learning etc.)
Assessment modes: Assessment modes:

− Other (specify)-Assessment − Other (specify)-

Assessment
Module Semester1: NQF Semester 2: NQF
code:- level: 5 level: 6
3GEP111 3GEP112

Title: General Pedagogy 1A (IP) Title: General Pedagogy 1B (IP)

99
Content: Content:
To provide students with a basic To provide students with sound
understanding of teaching and learning knowledge of teaching as a
processes, classroom management, professional practice.
curriculum differentiation and service
learning. 1. Introduction to teaching as
a profession
1. Introduction to teaching and learning − Definition of educational
processes terms
− Curriculum − Characteristics of teaching
− Content as a profession
− Context 2. Professional development
− Teaching of educators
− Learning − Staff induction
2. Classroom management − Professional development
− Principles of classroom management (journal)
− Classroom climate − Staff appraisal
− Approaches to classroom − Staff development
management − SACE
− Coping with large classes 3. The role of teacher unions
− Classroom discipline in education
− Observation techniques − Freedom of association
− Reflection modalities − Organisational rights of
3. Curriculum differentiation unions
− Multi-grade teaching and assessment − Collective bargaining in
− Multi-level teaching and assessment education
4. Service learning − Managing strike action
− Theoretical conceptions of service − Establishing and
learning implementing workplace
− Service learning as pedagogy, forums
evaluation and teaching style
− Service learning in the curriculum:
reflection, assessment and evaluation
Module outcomes: Module outcomes:

On successful completion of the module, the On successful completion of the

student will: module, students should be able
to …
− Demonstrate basic knowledge and
understanding of teaching and − Demonstrate knowledge
learning processes, curriculum and understanding of
differentiation and service learning. teaching as a profession.
− Demonstrate competence in managing − Demonstrate knowledge
the classroom and the learning and understanding of the
environment to support teaching and professional development
learning.
of educators.
− Demonstrate knowledge
and understanding of the
role of teacher unions in
education.
− Critically reflect on the
professional development
of educators.
Method of delivery: Full Time Method of delivery: Full Time

− Lectures (face to face, limited − Lectures (face to face,

interaction or technologically limited interaction or
mediated) technologically mediated)
− Practicals (laboratory work, applying − Practicals (laboratory work,
and investigating theoretical applying and investigating
knowledge, development of theoretical knowledge,
experimental techniques) development of
experimental techniques)

100
− Tutorials: individual groups of 30 or − Tutorials: individual groups
less of 30 or less
− Syndicate groups − Syndicate groups
− Practical workplace experience − Practical workplace
(experiential learning/work-based experience (experiential
learning etc.) learning/work-based
learning etc.)
Assessment modes: Assessment modes:

− Other (specify)-Assessment Other (specify)-Assessment

101
FED.2.4.6. YEAR MODULE CONTENT AND OUTCOMES FOR SP AND FET
TEACHING – 3BDSF1, 3BDSF2, 3BDSF3
SENIOR PHASE AND FET TEACHING – YEAR COURSES

Module code:- Year Level 1: 3DSL100 NQF level: 5

Title: Academic skills for Educators

Content: -

To enable students to communicate effectively, in general as well as in relation

to their teaching subjects in order to mediate learning using technology.

1. Academic literacy
− Communicative competence

− Reading and writing for academic purposes

− Information literacy skills

− Planning as an important component of academic writing process

2. Computer Literacy
− Computing Fundamentals

− Key Applications

− Living online
Module outcomes:

On successful completion of the module, students should be able to

− Demonstrate the use of critical reading skills in the pursuit of their studies.

− Apply the academic reading and writing skills acquired to their area of study.

− Demonstrate understanding of the use of information technology to plan,

administer and develop teaching resources and collect information.

− Apply the skills needed to use computers in teaching and learning.

Method of delivery: Full Time

− Lectures (face to face, limited interaction or technologically mediated)

− Practicals (laboratory work, applying and investigating theoretical
knowledge, development of experimental techniques)
− Tutorials: individual groups of 30 or less
− Syndicate groups
− Practical workplace experience (experiential learning/work-based learning
etc.)
Assessment modes:

− Other (specify): Tests and Examination

102
FED.2.4.7. TEACHING PRACTICE MODULE CONTENT AND OUTCOME 3BDSF1,
3BDSF2,3BDSF3

SENIOR PHASE AND FET TEACHING PRACTICE MODULES – YEAR

COURSES

Module Year Level 1: NQF

code:- 3PTE100 level: 5

Title: School Experience 1

Content:

To provide students with opportunities to observe and learn in and from authentic and
simulated classroom situations.

NOTE: Skills and competences in this module are informed by pedagogical

knowledge of General Pedagogy 1A (EGEP111) and 1B (EGEP112)

1. (Campus based, Semester 1)

− Design an observation tool
− Write their teaching philosophy statement
2. (Campus based, Semester 1&2)
− Simulated activities
3. (School based, Semester 2, 1 week)
− School observation – school functionality
− Complete the journal, write with critical reflection
4. (Campus based, Semester 2)
− Reflect on characteristics of a classroom
− Reflect on school and classroom management
Module outcomes:

On successful completion of the module, students should be able to …

− Observe and document the classroom management strategies used by

teachers.
− Design and implement the observation tools learned.
− Reflect on their school-based activities, observed and performed.
Method of delivery: Full Time

− Lectures (face to face, limited interaction or technologically

mediated)
− Practicals (laboratory work, applying and investigating theoretical
knowledge, development of experimental techniques)
− Tutorials: individual groups of 30 or less
− Syndicate groups
− Practical workplace experience (experiential learning/work-based
learning etc.)
Assessment modes: This module is assessed by means of examination

− Other (specify) Assessment

103
FED.2.4.8. SENIOR PHASE AND FET MODULES OFFERED IN OTHER FACULTIES

NB: PLEASE REFER TO 2020 ARTS, FCAL, FSAE HANDBOOKS FOR: - 3BSF1, 3BDSF2,
SBDSF3 OUTCOMES ON MODULES LISTED IN THIS TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CREDITS NQFL MODULE CREDITS NQFL

CODE CODE

1ENG111 16 5 1ENG112 16 5

1HIS111 16 5 1HIS112 16 5

1POL111 16 5 1POL112 16 5

1PSY111 16 5 1PSY112 16 5

1RTO111 16 5 1RTO112 16 5

1ZUL151 16 5 1ZUL152 16 5

2ACC101 16 5 2ACC102 16 5

2BMG101 16 5 2BMG102 16 5

2ECN101 16 5 2ECN102 16 5

4BOT111 16 5 4BOT112 16 5

4CHM111 16 5 4CHM112 16 5

4CPS111 16 5 4CPS112 16 5

4GES111 16 5 4GES112 16 5

4HMS111 16 5 4HMS112 16 5

4MTH111 16 5 4MTH112 16 5

104
 FED.2.5. 4 YEAR FT BACHELORS DEGREES: PHASING OUT
BACHELOR OF EDUCATION PROGRAMMES – 4 YEARS FULL TIME

Qualification and Specialisation Module Mode of Campus NQF

Codes delivery level

Early Childhood Development and Foundation EBEDE Full time Main 6

Phase F
Economic and Management Sciences (EMS) and EBDIS1 Full time Main 6
Language Education - EBDIS1
Economic and Management Sciences (EMS) and EBDIS2 Full time Main 6
Life Orientation
Mathematics, Science and Technology Education EBDIS3 Full time Main 6
(MSTE)
Life Orientation and Language Education EBDIS4 Full time Main 6

Social Sciences (SS) and Language Education EBDIS5 Full time Main 6

Bachelor of Education: Further Education and EBDFT1 Full time Main 6

Training-Life Orientation and Language
Bachelor of Education: Further Education and EBDFT2 Full time Main 6
Training- History and Language
Bachelor of Education: Further Education and EBDFT3 Full time Main 6
Training- Geography and Language
Bachelor of Education: Further Education and EBDFT4 Full time Main 6
Training - Accounting, Business Economics and
Economics
Bachelor of Education: Further Education and EBDFT5 Full time Main 6
Training - History and Geography
Bachelor of Education: Further Education and EBDFT6 Full time Main 6
Training - Computer Science and Mathematics
Bachelor of Education: Further Education and EBDFT7 Full time Main 6
Training -Physical Science and Mathematics

NB! The final year for teaching EBEDEF and EBDIS qualifications is 202;
EBDFTs is 2024.

105
FED.2.5.1 LIFE ORIENTATION AND LANGUAGE – EBDFT1

FED.2.5.1.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training - Life Orientation

and Language
Module Descriptive name Credits NQFL Co/Pre
code requisites

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

EFIT111 Ideologies & Trends in 08 6 NONE

Education

APSY111 Introduction to Psychology 15 5 NONE

SHMS01A Games in Physical Education 15 5 NONE

AENG111 English 1 Part A 15 6 NONE

AZUL151 Sound, words, and their 15 6 NONE

dynamics and terminology A
(IsiZulu)

ESCL112 Academic Literacy 1B 08 5 NONE

(Computer Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

APSY112 Applied Psychology 15 5 NONE

EFCS112 Citizenship Education 15 6 NONE

AENG112 English 1 Part B 15 6 NONE

AZUL152 Translation, interpreting, 15 6 NONE

Traditional and Modern
Literature

EPDL211 Human Development & 08 6 NONE

Learning

APSY221 Personality Psychology 15 6 APSY111

SHMS02A Physical & Motor Development 15 6 SHMS01A

AENG211 English 2 Part A: Language 15 6 AENG111

and Literature
AENG112

AZUL241 Sounds, Words and their 15 6 AZUL151

Dynamics B, Terminology and
Lexicography(isiZulu)

ECTL212 Teaching & Learning 08 6 NONE

Strategies

EPSR212 Social Relations 15 6 APSY112

SHMS02B Health & Physical Education 15 6 SHMS01A

106
AENG212 English 2 Part B: Language 15 6 AENG111
and Literature
AENG112

AZUL242 Translation, Sociolinguistics, 15 6 AZUL152

Heritage and Literature

EALM311 School Leadership & 08 7 NONE

Management

ECAE311 Assessment in Education 08 7 NONE

EMLO311 Method of Life Orientation 3A 15 7 APSY111

ELGF311 Method of English 3A 15 7 AENG111

AENG112

ESMZ311 Method of isiZulu 3A 15 7 AZUL151

AZUL152

EDSE312 Society, Educational Law & 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

EMLO312 Method of Life Orientation 3B 12 7 APSY112

ESMZ312 Method of isiZulu 3B 12 7 AZUL151

AZUL152

ELGF312 Method of English 3B 12 7 AENG111

AENG112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of 15 7 NONE

Curriculum Development

EPPE411 Career Education 12 7 APSY221

AENG321 English 3 Part A: Language 15 7 AENG211

and Literature
AENG212

AZUL321 Sounds, Words and their 15 7 AZUL241

Dynamics C & Semantics
(isiZulu)

EAMS412 Management of School 08 7 NONE

Systems & Extra-curricular
activities

EPRE412 English 3 Part C: Language 08 6 NONE

and Literature

EPSJ412 12 6 EPSR212

AENG312 Introduction to Research in 15 7 AENG211

Education
AENG212

107
AZUL332 Social Justice and Human 15 7 AZUL242
Rights

AENG322 IsiNtu Linguistics, Heritage 15 7 AENG211

and Introduction to Research
(isiZulu) AENG212

AZUL342 English 3 Part B: Language 15 7 AZUL242

and Literature

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

108
 FED.2.5.1.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: FET (LIFE ORIENTAITON AND LANGUAGE). QUAL. CODE: EBDFT1
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
Ancillary/ Ancillary Ancillary Ancillary/
Elective /Elective /Elective Elective
ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 C 08
EFIT111 C 08 APSY221 C 15 ECAE311 C 08 ECTP411 C 16
APSY111 C 15 SHMS02A C 15 EMLO311 C 16 EPPE411 C 12
SHMS01A C 15
Any of the following:- Any of the following:- Any of the following:- Any of the following:-
AENG111 E 15 AENG211 E 15 ELGF311 E 16 AENG311 E 15
AZUL151 E 15 AZUL241 E 15 ESMZ311 E 16 AZUL331 E 15
1ENG111
Choose any of the following:-
1ZUL151
AENG321 E 15
AZUL321 E 15
Total 1st 61 Total 1st 538 Total 1st 48 Total 1st 66
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second semester Second semester Second semester Second semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary Ancillary Ancillary/

ESCL112 Elective 08 ECTL212 /Elective 08 EDSE312 /Elective 08 EAMS412 Elective 08
EPHA112 08 EPSR212 15 EFMS312 08 EPRE412 08
3SCL112
APSY112 15 SHMS02B 15 EMLO312 12 EPSJ412 12
3PHA112
EFCS112 16
1PSY112
Any of the following:- Any of the following:- Choose any of the following:- Choose any of the following:-
3FCS112
AENG112 E 15 AENG212 E 15 ESMZ312 E 12 AENG312 E 15
AZUL152 E 15 AZUL242 E 15 ELGF312 E 12 AZUL332 E 15
1ENG112
Choose any of the following:-
1ZUL152
AENG322 E 15
AZUL342 E 15
nd nd nd nd
Total 2 61 Total 2 53 Total 2 40 Total 2 58
semester
Year Modules semester Year Modules semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module Year module Year module
credit Total
Overall 138 credit Total
Overall 138 credit Total
Overall 120 credit Total
Overall 156
year level 1 year level 2 year level 3 year level 4
Total credits for the curriculum 552

109
FED.2.5.1.3. MODULE CONTENT AND OUTCOMES FOR FURTHER EDUCATION AND
TRAINING – EBDFT1

FURTHER EDUCATION AND TRAINING (LIFE ORIENTATION AND LANGUAGE) –

SEMESTER COURSES

Module Semester1:EMLO311 NQF Semester2: EMLO312 NQF

code:- level: 6 level: 6

Title: Method of Life Orientation Title: Method of Life Orientation

Content: Introduction to professional studies; the Content: Reflection on the role of the
learner in the classroom; principles of good school community, stress and conflict
teaching practice; classroom management, management, leadership and team
organization and discipline, lesson planning; work, the principles of good teaching,
teaching strategies. classroom management, organization
and discipline and lesson planning in
relation to their school experience;
and parental involvement. To modify
both instructional and assessment
strategies to accommodate learners
with special needs.

Module outcomes: Module outcomes: To build and

reflect on teaching and learning
To introduce students to the general teaching strategies used in South African
strategies and principles that promote the classrooms in order to deepen the
development of authentic learning environments students’ understanding of the link
through the creation of effective classroom between theory and practice. To
management and organizational practices explore the issues of special
education in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination…

Module Semester1: ESMZ311 NQF Semester 2: ESMZ312 NQF

code:- level: 6 level: 6

Title: IsiZulu Language Method Title: IsiZulu Language Method

Content: Theories of isiZulu language learning Content: Theories of isiZulu language

and teaching; teaching methods, strategies, learning and teaching; teaching
principles, approaches and techniques; methods, strategies, principles,
interpretation and implementation of home/ first approaches and techniques;
language curriculum and assessment policies; interpretation and implementation of
approaches and standards of language home/ first language curriculum and
classroom research. assessment policies; approaches and
standards of language classroom
research.

Module outcomes: The module introduces Module outcomes: The module

student teachers to isiZulu additional language introduces student teachers to isiZulu
teaching methodology, interpretation and additional language teaching
implementation of language curriculum and methodology, interpretation and
assessment policies; and language classroom implementation of language
research curriculum and assessment policies;
and language classroom research

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of Formative assessment through assessed by means of Formative
tests, assignments, teaching journals, reflections, assessment through tests,
attendance and participation and summative assignments, teaching journals,
assessment through an internally moderated final reflections, attendance and
examination. participation and summative

110
 assessment through an internally
moderated final examination.

Module Semester1:ELGF311 NQF Semester 2: ELGF312 NQF

code:- level: 6 level: 6

Title: Method of English Title: English language Method

Content: History of teaching and learning of the Content: History of teaching and
English Language; subject policy documents for learning of the English language;
English First Additional Language Teaching and subject policy documents for English
learning theories and strategies in English; First Additional Language; Teaching
assessment strategies; lesson design; design of and learning theories and strategies in
teaching and learning support materials; micro English; assessment strategies;
teaching and lesson presentations. lesson design; design of teaching and
learning support materials, micro
teaching and lesson presentations.

Module outcomes: This Module introduces Module outcomes: This Module

students to various teaching and learning introduces students to various
strategies and theories in English so that they will teaching and learning strategies and
be knowledgeable about the school curriculum theories in English so that they will be
and be able to unpack its language content, as knowledgeable about the school
well as being able to use available resources curriculum and be able to unpack its
appropriately, so as to plan, design and teach language content, as well as being
effectively. able to use available resources
appropriately, so as to plan, design
and teach effective lessons.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of Continuous assessment through assessed by means of Continuous
tests, assignments and lesson presentations assessment through tests,
(50%) and summative assessment – first assignments and lesson
semester examination (50%). presentations (50%) and summative
assessment – first semester
examination (50%).

Module Semester 1: EPPE411 NQF Semester 2: EPSJ412 NQF

code:- level: 7 level: 7

Title: Career Education Title: Social Justice and Human

Rights

Content: Introduction to the global economy; Content:

theories of career development; value-based
multicultural approach to career counselling and − Promote the value and
advocacy; career development for learners with principles of the constitution,
special needs; assessment in career counselling; particularly those related to
using information to facilitate career human rights and the
development; preparing for work. environment.
− Promote the practice of
democratic values, attitudes
and dispositions in the schools,
as well as in society at large.
− Encourage, create and
maintain a supportive and
empowering environment for
learners. Practice and promote
a sense of respect and
responsibility towards others by
inculcating a critical, committed
and ethical attitude
Module outcomes: To introduce students to the Module outcomes: The purpose of
fields of career information, career education, the module is to provide students with
and career counselling so as to ensure the knowledge and understanding of
establishment of various types of effective social justice and human rights in
educational strategies dedicated to the study of South Africa
careers. To ensure the relevance of the career
educator in the school

111
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination…

Module Semester 1: NQF Semester 2: EFCS112 NQF

code:- level: level:

Title: : Citizenship Education

Content: Key concepts in citizenship

education, Importance of citizenship
education, Ancient and modern
concept of citizenship, History of
citizenship in South Africa, The South
African Constitution, Rights and
responsibilities, Citizenship
participation, Future of citizenship
education in South Africa.

Module outcomes: To equip

students with knowledge to
demonstrate an understanding and
appreciation of values and principles
espoused in the Constitution.
Discrimination on the basis of race,
religion, culture, gender and
xenophobia are addressed. Students
are being prepared to be informed,
active and responsible citizens in a
democracy

Method of delivery: Full Time

Assessment modes: This module is

assessed by means of Continuous
formative assessment – test,
assignment, presentation and
summative assessment through
examinations in November

Module Semester 1: NQF Semester 2: EPSR212 NQF

code:- level: level:

Title: Social Relations

Content: Personal development;

types of relationships; dysfunction and
crisis in relationships; skills for
relating; differentiation of terminology;
gender roles and stereotypes;
consequences of gender roles and
stereotypes

Module outcomes: To introduce

students to the theoretical framework
for understanding social relations and
the method of how this should be
taught and transmitted to learners.

Method of delivery: Full Time

Assessment modes: This module is

assessed by means of continuous
formative assessment through tests,
assignments, teaching journals,
portfolios, attendances, seminars and
participation, long essays/research
paper presentations and summative
assessment through externally
moderated final examination.

112
FED.2.5.1.4. EBDFT1 MODULES OFFERED IN OTHER FACULTIES
NB: PLEASE REFER TO 2020 ARTS, FCAL, FSA HANDBOOKS FOR OUTCOMES
ON MODULES LISTED IN THE TABLE BELOW: -
FISRT SEMESTER SECOND SEMESTER

MODULE CODE CREDITS NQFL MODULE CODE CREDITS NQFL

APSY111 15 5 APSY112 15 5

AENG111 15 6 AENG112 15 6

AZUL151 15 6 AZUL152 15 6

SHMS01A 15 5

SHMS02A 15 6 SHMS02B 15 6

AENG211 15 6 AENG212 15 6

AZUL241 15 6 AZUL242 15 6

APSY221 15 6

AENG311 15 7 AENG312 15 7

AZUL331 15 7 AZUL332 15 7

AENG321 15 7 AENG322 15 7

AZUL321 15 7 AZUL342 15 7

FED.2.5.2 HISTORY AND LANGUAGE – EBDFT2

FED.2.5.2.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training – History and

Language
Module Descriptive name Credits NQFL Co/Pre
code requisites

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

EFIT111 Ideologies & Trends in 08 6 NONE

Education

AHIS111 History 1: Theory and 15 6 NONE

Methods of History

AENG111 English 1 Part A: Language 15 6 NONE

and Literature

AZUL151 Sounds, Words and their 15 6 NONE

dynamics A (isiZulu)

ESCL112 Academic Literacy 1B 08 5 NONE

(Computer Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

AHIS112 History 1: South African 15 6 NONE

History

AENG112 English 1 Part B: Language 15 6 NONE

and Literature

AZUL152 Translation, Interpretation, 15 6 NONE

Traditional and Modern
Literature (isiZulu)

113
EPDL211 Human Development & 08 6 NONE
Learning

AHIS211 19th and early 20th century 15 6 AHIS111

Europe 1

AENG211 English 2 Part A: Language 15 6 AENG111

and Literature
AENG112

AZUL241 Sounds, Words and their 15 6 AZUL151

Dynamics(B) Terminology and
Lexicography (isiZulu)

ECTL212 Teaching & Learning 08 6 NONE

Strategies

AHIS212 General Topics: 19th and 15 6 AHIS112

early 20th century South
Africa

AENG212 Translation, Sociolinguistics, 15 6 AENG111

Heritage and Literature
(isiZulu) AENG112

AZUL242 English 2 Part B: Language 15 6 AZUL152

and Literature

EALM311 School Leadership & 08 7 NONE

Management

ECAE311 Assessment in Education 08 7 NONE

ESMH311 Method of History 3A 15 7 AHIS111

AHIS112

ELGF311 Method of English 3A 15 7 AENG111

AENG112

ESMZ311 Method of isiZulu 3A 15 7 AZUL151

AZUL152

EDSE312 Society, Educational Law & 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

ESMH312 Method of History 3B 12 7 AHIS111

AHIS112

ESMZ312 Method of English 3B 12 7 AZUL151

AZUL152

ELGF312 Method of isiZulu 3B 12 7 AENG111

AENG112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of 15 7 NONE

Curriculum Development

AHIS311 Archival skills and introduction 15 7 AHIS211

to cultural museum studies
and Heritage legislation

AHIS321 The Zulu Monarchy and KZN 15 7 AHIS211

leaders in retrospect

114
AENG311 English 3 Part A: Language 15 7 AENG211
and Literature
AENG212

AZUL331 Sounds, Words and their 15 7 AZUL241

Dynamics C & Semantics
(isiZulu)

AENG321 Understanding a Novel, Short 15 7 AZUL241

Stories and Essays

AZUL321 English 3 Part C: Language 15 7 AENG/211

and Literature
AENG212

EAMS412 Management of School 08 7 NONE

Systems & Extra-curricular
activities

EPRE412 Introduction to Research in 08 6 NONE

Education

AHIS312 Colonial and Post 15 7 AHIS212

Independent Africa

AHIS322 Totalitarian regimes and the 15 7 AHIS212

Nuclear Age

AZUL332 IsiNtu Linguistics, Heritage 15 7 AZUL242

and Introduction to Research
(isiZulu)

AENG312 English 3 Part B: Language 15 7 AENG211

and Literature
AENG212

AZUL342 Understanding of Drama and 15 7 AZUL242

Poetry (isiZulu)

AENG322 English 3 Part B: Language 15 7 AENG211

and Literature
AENG212

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

115
 FED.2.5.2.2. Qualification Name: Bachelor of Education: FET History and Language. Qualification Code: EBDFT2
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module Core/ Cr Module code Core/ Cr Module code Core/ Cr Module Core/ Cr
code code
Ancillary Ancillary/ Ancillary Ancillary/
ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 C 08
EFIT111 /Elective C 08 AHIS211 Elective C 15 ECAE311 /Elective
C 08 ECTP411 Elective
C 16
AHIS111 C 15 Choose any of the following:- ESMH311 C 16 Choose any of the following:-
Any of the following:- AENG211 E 15 Choose any of the following:- AHIS311 E 15
AENG111 E 15 AZUL241 E 15 ELGF311 E 16 AHIS321 E 15
AZUL151 E 15 ESMZ311 E 16 Choose any of the following:-
AENG311 E 15
AZUL331 E 15
Choose any of the following:-
AENG321 E 15
AZUL321 E 15
Total 1st 46 Total 1st 38 Total 1st 48 Total 1st 69
semester semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module Core/ Cr Module code Core/ Cr Module code Core/ Cr Module Core/ Cr
code
ESCL112 C 08 ECTL212 C 08 EDSE312 C 08 code
EAMS412 C 08
Ancillary/Elective Ancillary/Elective Ancillary/El Ancillary/El
EPHA112 C 08 AHIS212 C 15 EFMS312 C 08 EPRE412 C 08
ective ective
AHIS112 C 15 ESMH312 C 12
Any of the following:- Choose any of the following:- Choose any of the following:- Choose any of the following:-
AENG112 E 15 AENG212 E 15 ESMZ312 E 12 AHIS312 E 15
AZUL152 E 15 AZUL242 E 15 ELGF312 E 12 AHIS322 E 15
Choose any of the following:-
AENG312 E 15
AZUL332 E 15
Choose any of the
following:-
AZUL342 E 15
AENG322 E 15
Total 2nd 46 Total 2nd 38 Total 2nd 40 Total 2 nd
61
semester semester
Year Modules semester
Year Modules semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year 16 Year module Year module Year
module 108 credit Total
Overall 108 credit Total
Overall 120 module
Overall 162
Overall
credit credit
Total year level 2 year level 3 Total year
Totalcurriculum credits level 4
498
year
level 1

116
FED.2.5.2.3. MODULE CONTENT AND OUTCOMES FOR EBDFT2– SEMESTER MODULES

FURTHER EDUCATION AND TRAINING (–HISTORY AND LANGUAGE) SEMESTER

COURSES

Module Semester1: ESMH311 Semester2: ESMH312 NQF

code:- level:6

Title: Method of History Title: Method of History

Content: Content:

− Understanding history and curriculum − The School History.

and assessment policy system (caps) − Using historical sources in the
− Contextualizing teaching and learning teaching of the School History.
strategies and methods − Developing learners’ interests in
− Discovery strategy history outside the classroom.
− Teaching and learning resources − Essential Qualities of a History
− Teaching aids Teacher.
− Teaching emotive and controversial
issues in history.
− The Historical Thinking.
− Teaching and Learning Resources.
− Assessment in history
Module outcomes: The purpose of this Module outcomes: To develop
module is to develop competent and critical knowledge, skills and competencies
educators who will add value to the teaching essential for effective teaching and
and learning of History. learning of History in Further Education
and Training.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Continuous formative assessed by means of formative: -
assessment through participation in class,
assignments (academic and professional) − 50% Summative
and presentations, summative assessment − 50% Written Examinations
through examinations in June.

Module Semester1: ELGF311 NQF Semester 2: NQF

code:- level ELGF312 level: 6
: 6

Title: Method of English Title: English language Method

Content: History of teaching and learning of Content: History of teaching and learning
the English Language; subject policy of the English language; subject policy
documents for English First Additional documents for English First Additional
Language Teaching and learning theories Language; Teaching and learning theories
and strategies in English; assessment and strategies in English; assessment
strategies; lesson design; design of strategies; lesson design; design of
teaching and learning support materials; teaching and learning support materials,
micro teaching and lesson presentations. micro teaching and lesson presentations.

Module outcomes: This Module introduces Module outcomes: This Module

students to various teaching and learning introduces students to various teaching
strategies and theories in English so that they and learning strategies and theories in
will be knowledgeable about the school English so that they will be knowledgeable
curriculum and be able to unpack its about the school curriculum and be able to
language content, as well as being able to unpack its language content, as well as
use available resources appropriately, so as being able to use available resources
to plan, design and teach effectively. appropriately, so as to plan, design and
teach effective lessons.

117
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Continuous assessed by means of Continuous
assessment through tests, assignments and assessment through tests, assignments
and lesson presentations (50%) and
lesson presentations (50%) and summative
summative assessment – first semester
assessment – first semester examination examination (50%).
(50%).

Module Semester 1: ESMZ311 Semester 2: ESMZ312 NQF

code:- level: 6

Title: IsiZulu Language Method Title: IsiZulu Language Method

Content: Theories of isiZulu language Content: Theories of isiZulu language

learning and teaching; teaching methods, learning and teaching; teaching methods,
strategies, principles, approaches and strategies, principles, approaches and
techniques; interpretation and techniques; interpretation and
implementation of home/ first language implementation of home/ first language
curriculum and assessment policies; curriculum and assessment policies;
approaches and standards of language approaches and standards of language
classroom research. classroom research.

Module outcomes: The module introduces Module outcomes: The module

student teachers to isiZulu additional introduces student teachers to isiZulu
language teaching methodology, additional language teaching
interpretation and implementation of methodology, interpretation and
language curriculum and assessment implementation of language curriculum
policies; and language classroom research and assessment policies; and language
classroom research

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Formative assessed by means of Formative
assessment through tests, assignments, assessment through tests, assignments,
teaching journals, reflections, attendance teaching journals, reflections, attendance
and participation and summative and participation and summative
assessment through an internally moderated assessment through an internally
final examination. moderated final examination.

118
FED.2.5.2.4. EBDFT2 MODULES OFFERED IN OTHER FACULTIES
NB: PLEASE REFER TO 2020 ARTS, FCAL, FSAE HANDBOOKS FOR
OUTCOMES ON MODULES LISTED IN THIS PAGE; SEE TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CREDITS NQFL MODULE CREDITS NQFL
CODE CODE
AHIS111 15 6 AHIS112 15 6
AENG111 15 6 AENG112 15 6
AZUL151 15 6 AZUL152 15 6
AHIS211 15 6 AHIS112 15 6
AENG211 15 6 AENG212 15 6
AZUL241 15 6 AZUL242 15 6
AHIS311 15 7 AHIS312 15 7
AHIS321 15 7 AHIS322 15 7
AENG311 15 7 AENG312 15 7
AZUL331 15 7 AZUL332 15 7
AENG321 15 7 AENG322 15 7
AZUL321 15 7 AZUL342 15 7

FED.2.5.3 GEOGRAPHY AND LANGUAGE – EBDFT3

FED.2.5.3.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training – Geography and

Language

Module Descriptive name Credits NQFL Co/Pre

code requisites

ELLL111 Academic Literacy 1A (Language) 08 5 NONE

EFIT111 Ideologies & Trends in Education 08 6 NONE

SGES111 Introduction to Physical and 15 6 NONE

Environmental Geography

AENG111 English 1 Part A: Language and 15 6 NONE

Literature

AZUL151 Sounds, Words and their 15 6 NONE

Dynamics A (isiZulu)

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

SGES112 Introduction to Human Geography 15 6 NONE

119
AENG112 English 1 Part B: Language and 15 6 NONE
Literature

AZUL152 Translation, Interpretation 15 6 NONE

Traditional and Modern Literature
(isiZulu)

EPDL211 Human Development & Learning 08 6 NONE

SGES211 Global Landforms and 15 6 SGES111

Cartography

AENG211 English 2 Part B: Language and 15 6 AENG111

Literature
AENG112

AZUL241 Sounds, Words and their 15 6 AZUL151

Dynamics B, Terminology and
Lexicography (IsiZulu)

ECTL212 Teaching & Learning Strategies 08 6 NONE

SGES212 Demographics, Health and 15 6 SGES112

Sustainable Development

AENG212 English 2 Part B: Language and 15 6 AENG111

Literature
AENG112

AZUL242 Translation, Sociolinguistics, 15 6 AZUL152

Heritage and Literature (isiZulu)

EALM311 School Leadership & 08 7 NONE

Management

ECAE311 Assessment in Education 08 7 NONE

ESMG311 Method of Geography 3A 15 7 EGES111

EGES112

ELGF311 Method of English 3A 15 7 AENG111

AENG112

ESMZ311 Method of isiZulu 3A 15 7 AZUL151

AZUL152

EDSE312 Society, Educational Law & 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

ESMG312 Method of Geography 3B 12 7 EGES111

EGES112

ESMZ312 Method of isiZulu 3B 12 7 AZUL151

AZUL152

ELGF312 Method of English 3B 12 7 AENG111

AENG112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of Curriculum 15 7 NONE

Development

120
SGES331 Land use and Natural resources 15 7 SGES211
Management

SGES311 Urban Environment and 15 7 SGES211

Recreation Planning

AENG311 English 3 Part A: Language and 15 7 AENG211

Literature
AENG212

AZUL331 Sounds, Words and their 15 7 AZUL241

Dynamics C & Semantics (isiZulu)

AENG321 English 3 Part C: Language and 15 7 AENG211

Literature
AENG212

AZUL321 Understanding a Novel, short 15 7 AZUL241

stories and essays

EAMS412 Management of School Systems 08 7 NONE

& Extra-curricular activities

EPRE412 Introduction to Research in 08 6 NONE

Education

SGES312 Environmental Management 15 7 SGES212

SGES322 Environmental Fieldwork & 15 7 SGES212

Research

AENG312 English 3 Part B: Language and 15 7 AENG211

Literature
AENG212

AZUL332 IsiNtu Linguistics, Heritage and 15 7 AZUL242

Introduction to Research (isiZulu)

AENG322 English 3 Part D: Language and 15 7 AENG211

Literature
AENG212

AZUL342 Understanding of Drama and 15 7 AZUL242

Poetry (isiZulu)

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

121
 FED.2.5.3.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: FET (GEOGRAPHY AND LANGUAGE). QUALIFICATION CODE: EBDFT3
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module Core/ Cr Module code Core/ Cr
code
Ancillary Ancillary Ancillary Ancillary/
ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 C 08
EFIT111 /Elective
C 08 SGES211 /Elective
C 15 ECAE311 /Elective C 08 ECTP411 Elective
C 16
SGES111 C 15 Choose any of the following:- ESMG311 C 16 Choose any of the following:-
AENG111 C 15 AENG211 E 15 Choose any of the following:- SGES331 E 15
AZUL151 C 15 AZUL241 E 15 ELGF311 E 16 SGES311 E 15
ESMZ311 E 16 Choose any of the following:-
AENG311 E 15
AZUL331 E 15
Choose any of the following:-
AENG321 E 15
AZUL321 E 15
Total 1st 61 Total 1st 38 Total 1st 48 Total 1st 69
semester semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module code Core/ Cr Module code Core/ Cr Module Core/ Cr Module code Core/ Cr
ESCL112 C 08 ECTL212 C 08 code
EDSE312 C 08 EAMS412 C 08
Ancillary/Elec Ancillary/El Ancillary/Elective Ancillary/El
EPHA112 tive C 08 SGES212 ectiveC 15 EFMS312 C 08 EPRE412 C
ective 08
SGES112 C 15 ESMG312 C 12 Choose any of the following:-
SGES312 E 15
SGES322 E 15
Any of the following:- Choose any of the following:- Choose any of the following:- Choose any of the following:-
AENG112 E 15 AENG212 C 15 ESMZ312 E 12 AENG312 E 15
AZUL152 E 15 AZUL242 C 15 ELGF312 E 12 AZUL332 E 15
Choose any of the following:-
AENG322 E 15
AZUL342 E 15
Total 2nd 46 Total 2nd 38 Total 2nd 40 Total 2nd 61
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module Year Year module
credit Total
Overall 123 credit Total
Overall 108 module
Overall 120 credit Total
Overall 162
year level 1 year level 2 credit
Total year year level 4
level 3
Total credits for the curriculum 513

122
FED.2.5.3.3. MODULE CONTENT AND OUTCOMES EBDFT3 – SEMESTER MODULES
FURTHER EDUCATION AND TRAINING ( GEOGRAPHY AND LANGUAGE) –
SEMESTER COURSES

Module Semester 1: NQF Semester 2: ESMG312 NQF

code:- ESMG311 level: level:

Title: Method of Geography A Title: Method of Geography B

Content: Insight to the restructuring of the Content: refer to the department of

geography curriculum and the implementation social sciences
of the National Curriculum Statement and the
Curriculum and Assessment policy statement

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with:- competencies in developing should be equipped with: - to be able
critical educators who will add value to the to develop knowledge, skills and
teaching and learning of Geography competencies essential for effective
teaching and learning of geography in
further education and training.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes: formative

assessment through participation in class, assessment 50% and summative
assignments (academic and professional), and assessment 50% written
presentations and summative assessment examination…………………
through examination in June.……

Module Semester 1: NQF Semester2: ELGF312 NQF

code:- ELGF311 level: 6 level: 6

Title: Method of English Title: English language Method

Content: History of teaching and learning of Content: History of teaching and

the English Language; subject policy learning of the English language;
documents for English First Additional subject policy documents for English
Language Teaching and learning theories and First Additional Language; Teaching
strategies in English; assessment strategies; and learning theories and strategies in
lesson design; design of teaching and learning English; assessment strategies;
support materials; micro teaching and lesson lesson design; design of teaching and
presentations. learning support materials, micro
teaching and lesson presentations.

Module outcomes: This Module introduces Module outcomes: This Module

students to various teaching and learning introduces students to various
strategies and theories in English so that they teaching and learning strategies and
will be knowledgeable about the school theories in English so that they will be
curriculum and be able to unpack its language knowledgeable about the school
content, as well as being able to use available curriculum and be able to unpack its
resources appropriately, so as to plan, design language content, as well as being
and teach effectively. able to use available resources
appropriately, so as to plan, design
and teach effective lessons.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Continuous assessment assessed by means of Continuous
through tests, assignments and lesson assessment through tests,
presentations (50%) and summative assignments and lesson
assessment – first semester examination presentations (50%) and summative
(50%). assessment – first semester
examination (50%).

123
Module Semester1: NQF Semester 2: ESMZ312 NQF
code:- ESMZ311 level: 6 level: 6

Title: IsiZulu Language Method Title: IsiZulu Language Method

Content: Theories of isiZulu language learning Content: Theories of isiZulu

and teaching; teaching methods, strategies, language learning and teaching;
principles, approaches and techniques; teaching methods, strategies,
interpretation and implementation of home/ first principles, approaches and
language curriculum and assessment policies; techniques; interpretation and
approaches and standards of language implementation of home/ first
classroom research. language curriculum and assessment
policies; approaches and standards
of language classroom research.

Module outcomes: The module introduces Module outcomes: The module

student teachers to isiZulu additional language introduces student teachers to isiZulu
teaching methodology, interpretation and additional language teaching
implementation of language curriculum and methodology, interpretation and
assessment policies; and language classroom implementation of language
research curriculum and assessment policies;
and language classroom research

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Formative assessment assessed by means of Formative
through tests, assignments, teaching journals, assessment through tests,
reflections, attendance and participation and assignments, teaching journals,
summative assessment through an internally reflections, attendance and
moderated final examination. participation and summative
assessment through an internally
moderated final examination.

124
 FED.2.5.3.4. EBDFT3 MODULES OFFERED IN OTHER FACULTIES
NB: PLEASE REFER TO 2020 ARTS, FCAL, FSA HANDBOOKS FOR: -
OUTCOMES ON MODULES LISTED IN THIS PAGE; SEE TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CREDITS NQFL MODULE CODE CREDITS NQFL

CODE
SGES111 15 6 SGES112 15 6

AENG111 15 6 AENG112 15 6

AZUL151 15 6 AZUL152 15 6

SGES211 15 6 SGES212 15 6

AENG211 15 6 AENG212 15 6

AZUL241 15 6 AZUL242 15 6

SGES311 15 7 SGES312 15 7

SGES312 15 7 SGES322 15 7

AENG311 15 7 AENG312 15 7

AZUL331 15 7 AZUL332 15 7

AENG321 15 7 AENG322 15 7

AZUL321 15 7 AZUL342 15 7

FED.2.5.4 ACCOUNTING/BUSINESS MANAGEMENT/ECONOMICS – EBDFT4

FED.2.5.4.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training – Accounting/Business

Management/Economics

Module code Descriptive name Credits NQFL Pre/Co

requisites

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

125
EFIT111 Ideologies & Trends in Education 08 6 NONE

CECN101 Principles of Microeconomics 15 5 NONE

CACC101 Accounting 1A 15 5 NONE

CBMG101 Business Management 1A 15 5 NONE

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

CECN102 Principles of Macroeconomics 5 NONE

CACC102 Accounting 1B 15 5 NONE

CBMG102 Business Management 1B 15 5 NONE

EPDL211 Human Development & Learning 08 6 NONE

CECN201 Intermediate Microeconomics 15 6 CECN101

CECN102

CACC201 Financial Accounting for 15 6 CACC101

Companies

CBMG201 Marketing Management 15 6 NONE

CBIS101 Business Information Systems 15 6 NONE

1A

ECTL212 Teaching & Learning Strategies 08 6 NONE

CECN202 Intermediate Macroeconomics 15 6 CECN101

CECN102

CACC202 Group Statements, Leases and 165 6 CACC101

Taxes
CACC102

CBMG202 Financial Management 15 6 CBMG102

CBIS102 Business Information Systems 15 6 NONE

1B

EALM311 School Leadership & 08 7 NONE

Management

126
ECAE311 Assessment in Education 08 7 NONE

ESME311 Method of Economics 3A 16 7 CECN101

CECN102

ESCC311 Method of Accounting 3A 16 7 CACC101

ESMB311 Method of Business 16 7 CBMG101

Management 3A
CBMG102

EDSE312 Society, Educational Law & 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

ESME312 Method of Economics 3B 12 7 CECN101

CECN102

ESCC312 Method of Accounting 3B 12 7 CACC101

CACC102

ESMB312 Method of Business 12 7 CBMG101

Management 3B
CBMG102

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of Curriculum 16 7 NONE

Development

CBMG301 Business Management 3A 15 7 CBMG201

CBMG311 Strategic Marketing 3A 15 7 CBMG201

CECN301 Public and Monetary Economics 15 7 CECN201

CECN202

CECN311 Labour and International 15 7 CECN201

Economics
CECN202

EAMS412 Management of School Systems 08 7 NONE

& Extra-curricular activities

127
EPRE412 Introduction to Research in 08 7 NONE
Education

CBMG302 Business Management 3B 15 7 CBMG202

CBMG312 Strategic Management 3B 15 7 CBMG202

CECN302 Development Economics 15 7 CECN201

CECN202

CECN312 Economic Research and 15 7 CECN201

Econometrics
CECN202

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

128
FED.2.5.4.2. Qualification Name: Bachelor of Education: FET (Accounting/Business Management/Economics). Qualification Code: EBDFT4
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/ Ancillary Ancillary/

ELLL111 C
Elective 08 EPDL211 C
Elective 08 EALM311 C
/Elective 08 EPIE411 C
Elective 08
EFIT111 C 08 Choose any two of the following:- ECAE311 C 08 ECTP411 C 16
CECN101 C 15 CECN201 E 15 Choose any two in accordance with Choose two of the following:-
nd
CACC101 C 15 CACC201 E 15 electives
ESME311in 2 yearE 16 CBMG301 E 15
CBMG101 C 15 CBMG201 E 15 ESCC311 E 16 CBMG311 E 15
CBIS101 E 15 ESMB311 E 16 Or
CECN301 E 15
CECN311 E 15
Total 1st 61 Total 1st 38 Total 1st 48 Total 1st 54
semester semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
ESCL112 C 08 ECTL212 C 08 EDSE312 C 08 EAMS412 08
Ancillary/ Ancillary/Elective Ancillary/E Ancillary/E
EPHA112 C
Elective 08 Choose any two of the following:- EFMS312 C
lective 08 EPRE412 lective 08
CECN102 C 15 CECN202 E 15 Choose any two in accordance with Choose two of the following:-
CACC102 C 15 CACC202 E 15 electives in 2nd year
ESME312 E 12 CBMG302 15
CBMG102 C 15 CBMG202 E 15 ESCC312 E 12 CBMG312 15
CBIS102 E 15 ESMB312 E 12 Or
CECN302 15
CECN312 15
Total 2nd 61 Total 2nd 38 Total 2nd 40 Total 2nd 46
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module 32
credit credit credit credit

Overall Total 138 Overall Total 108 Overall Total 120 Overall Total 132
year level 1 year level 2 year level 3 year level 4

Total credits for the curriculum 498

129
FED.2.5.4.3. MODULE CONTENT AND OUTCOMES EBDFT4 – SEMESTER MODULES
FURTHER EDUCATION AND TRAINING ( ACCOUNTING/BUSINESS
MANAGEMENT/ECONOMICS) – SEMESTER COURSES

Module Semester 2: ESCC311 NQF Semester 2: ESCC312 NQF

code:- level: level:

Title: Method of Accounting Title: Method Accounting

Content: Content:

− Foundations of teaching and learning in − Management of Accounting

Accounting; teaching and learning in
− Accounting education policy documents; schools;
− Teaching and learning strategies in − Curriculum differentiation and
Accounting; adaptive e teaching in
− Assessment in Accounting; Accounting;
− Classroom research in
Accounting;
− Develop pedagogical content
knowledge;
− Pre-conceptions in
Accounting.
Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - should be able to: -

− Knowledge and understanding of the − Use elementary statistical

foundations of teaching and learning in information to manage
Accounting; teaching, learning and
− Knowledge and understanding of the assessment in Accounting;
relevant policies in Accounting teaching and − Demonstrate competence in
learning; assessing and monitoring
− Skills to use appropriate strategies, methods learner progress and
and techniques in the teaching and learning achievement in Accounting;
of Accounting; − Use the results of assessment
− Skills to design appropriate lesson plans in to improve teaching and
Accounting taking into account theories of learning of Accounting;
teaching, learning, child development and − Adapt lessons and
curriculum needs. assessment tasks to
− Knowledge to design appropriate accommodate learners with
assessment strategies in Accounting; different learning problems in
− Knowledge to design, select and adapt Accounting;
appropriate teaching and learning support − Demonstrate competence to
materials for Accounting. learn from available research
in order to improve teaching in
the Accounting classroom and
to enhance their own
academic learning;
− Develop content knowledge to
plan, implement and assess
effective teaching and learning
experiences in Accounting;
− Evaluate curriculum policies in
Accounting.
Method of delivery: Full Time Method of delivery: Full Time

130
Assessment modes: This modules is Assessment modes: This modules
coursework/research which is assessed by means is coursework/research which is
of examination assessed by means of examination

Module Semester 1: ESME311 NQF Semester 2: ESME312 NQF

code:- level:
level:

Title: Method of Economics Title: Method of Economics

Content: Evaluation / assessment in economics, Content: Teaching economics,

specific teaching methods, use of learning and creating quality learning
teaching support materials environment, teaching large classes,
types of lessons, principles
applicable to teaching economics.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with:-will enable students to impart insight should be equipped with: - students
on the subject economics to learners using will be enabled to impart insight on
appropriate teaching and learning strategies the subject Economics to learners
using appropriate teaching and
learning strategies.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: tests, assignments, project, Assessment modes: continuous

research, presentations, tasks, and end of formative assessment – test
semester examination …… assignment, presentation and
summative assessment through
examination in November.

Module Semester 2: ESMB311 NQF Semester 2: NQF level:

code:- level: ESMB312

Title: Business Studies Education A Title: Method of Business

Management

Content: Foundation of teaching and learning in Content:

Business Studies, Business Studies Education
policy documents, Teaching and learning strategy Approaches in the Teaching of
in Business Studies, Assessment in Business Business Management (Heuristic
studies, Lesson design in Business Studies, Methods). Evaluation/ Assessment
Learning and teaching support materials in in Business Management. Use of
Business Studies. Teaching Aids/ learning and
Teaching Support Materials in
Business Management. Subject
Organisation in Business
Management.

Module outcomes: Module outcomes:

By the end of the module, students should be The module introduces the students
equipped with: - to principles of educative teaching
and learning as adapted for
− Demonstrate knowledge and understanding business management studies.
of the foundations of teaching and learning in
Business Studies.
− Demonstrate knowledge and understanding
of the relevant policies in Business Studies
teaching and learning.
− Select and use appropriate strategies,
methods and techniques in the teaching and
learning of Business Studies.
− Design appropriate lesson plans in Business
Studies taking into account theories of

131
 teaching, learning, child development and
curriculum needs.
− Design appropriate assessment strategies in
Business Studies.
− Design, select and adapt appropriate
teaching and learning support material for
Business Studies.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This module is

coursework/research which is assessed by means assessed by means of
of examination… examination……

FED.2.5.4.4. EBDFT4 MODULES OFFERED IN OTHER FACULTIES

NB: PLEASE REFER TO 2020 ARTS, FCAL, FSAE HANDBOOKS FOR:
OUTCOMES ON MODULES LISTED IN THIS PAGE; SEE TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CODE CREDITS NQFL MODULE CODE CREDITS NQFL

CECN101 15 5 CECN102 15 5

CACC101 15 5 CACC102 15 5

CBMG101 15 5 CBMG102 15 5

CECN201 15 6 CECN202 15 6

CACC201 15 6 CACC202 15 6

CBMG201 15 6 CBMG202 15 6

CBIS101 15 6 CBIS102 15 6

CBMG301 15 7 CBMG302 15 7

CBMG311 15 7 CBMG312 15 7

CECN301 15 7 CECN302 15 7

CECN311 15 7 CECN312 15 7

FED.2.5.5 HISTORY AND GEOGRAPHY – EBDFT5

FED.2.5.5.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

FED.2.5.5.1. Bachelor of Education: Further Education and

Training – History and Geography
Module Descriptive name Credits NQFL Pre/Co
code requisites

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

EFIT111 Ideologies & Trends in 08 6 NONE

Education

SGES111 Introduction to Physical and 15 5 NONE

Environmental Geography

AHIS111 History 1: Theory and 15 6 NONE

Methods of History

132
ESCL112 Academic Literacy 1B 08 5 NONE
(Computer Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

SGES112 Introduction to Human 15 5 NONE

Geography

AHIS112 History 1: South African 15 5 NONE

History

EPDL211 Human Development & 08 6 NONE

Learning

SGES211 Global Landforms & 15 6 SGES111

Cartography

AHIS211 19th and early 20th Century 15 6 AHIS111

Europe

ARTO111 Introduction to Tourism 15 6 NONE

SSTT111 Elementary Statistics for 15 6 NONE

Science Students

ECTL212 Teaching and Learning 15 6 NONE

Strategies

AHIS212 General Topics 19th and early 15 6 AHIS112

20th century South Africa

SGES212 Demographics, Health and 15 6 SGES112

Sustainable Development

ARTO112 Business Tourism 15 6 NONE

SHYD222 Geographical Information 15 6 NONE

Systems

EALMS311 School Leadership & 08 7 NONE

Management

ECAE311 Assessment in Education 08 7 NONE

ESMG311 Method in Geography 3A 16 7 EGES112

ESMH311 Methods of History 3A 16 7 AHIS211

EDSE312 Society, Educational Law & 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

ESMG312 Method of Geography 3B 12 7 EGES211

ESMH312 Method of History 3B 12 7 AHIS112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of 16 7 NONE

Curriculum Development

AHIS311 Archival Skills and 15 7 AHIS211

Introduction to Cultural
museum studies and

AHIS321 The Zulu Monarchy and KZN 15 7 AHIS211

Leaders in Retrospect

SGES331 Land use and Natural 15 7 SGES211

Resource Management

133
SGES311 Urban Environment and 15 7 SGES211
Recreation Planning

EAMS412 Management of School 08 7 NONE

Systems & Extra-curricular
activities

EPRE412 Introduction to research in 08 7 NONE

Education

AHIS312 Colonial and Post 15 7 AHIS212

independent Africa

AHIS322 Totalitarian Regimes and the 15 7 AHIS212

Nuclear age

SGES312 Environmental Management 15 7 SGES212

SGES322 Environmental Fieldwork and 15 7 SGES212

research

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

134
FED.2.5.3.5. NAME: BACHELOR OF EDUCATION: FET (HISTORY AND GEOGRAPHY). QUALIFICATION CODE: EBDFT5
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary Ancillary/ Ancillary/ Ancillary/

ELLL111 C
/Elective 08 EPDL211 C
Elective 08 EALMS311 C
Elective 08 EPIE411 C
Elective 08
EFIT111 C 08 SGES211 C 15 ECAE311 C 08 ECTP411 C 16
SGES111 C 15 AHIS211 C 15 ESMG311 C 16 Any of the following:-
AHIS111 C 15 Any of the following:- ESMH311 C 16 AHIS311 E 15
ARTO111 E 15 AHIS321 E 15
SSTT111 E 15 Any of the following:-
SGES331 C 15
SGES311 C 15
Total 1st 46 Total 1st semester 53 Total 1st 48 Total 1st semester 54
semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
ESCL112 C
Ancillary/E 08 ECTL212 C
Ancillary/E 08 EDSE312 C
Ancillary/Ele 08 EAMS412 C
Ancillary/E 08
EPHA112 lective
C 08 AHIS212 lective
C 15 EFMS312 ctive C 08 EPRE412 lective
C 08
SGES112 C 15 SGES212 C 15 ESMG312 C 12 Any of the following:-
AHIS112 C 15 Any of the following:- ESMH312 C 12 AHIS312 E 15
ARTO112 E 15 AHIS322 E 15
SHYD222 E 15 Any of the following:-
SGES312 E 15
SGES322 E 15
Total 2nd 46 Total 2nd semester 53 Total 2nd 56 Total 2nd 46
semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module credit Year module Year module
credit credit credit
Overall Total year 108 Overall Total year 138 Overall Total 136 Overall Total year 132
level 1 level 2 year level 3 level 4
Total credits for the curriculum 514

135
FED.2.5.3.6. MODULE CONTENT AND OUTCOMES FOR EBDFT5

FURTHER EDUCATION AND TRAINING ( HISTORY AND GEOGRAPHY) –

SEMESTER COURSES

Module Semester1: ESMG311 NQF Semester 2: NQF

code:- level: 7 ESMG312 level: 7

Title: Method of Geography A Title: Method of Geography B

Content: Insight to the restructuring of the Content: refer to the

geography curriculum and the implementation of department of social sciences
the National Curriculum Statement and the
Curriculum and Assessment policy statement

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module,
equipped with:- competencies in developing critical students should be equipped
educators who will add value to the teaching and with: - to be able to develop
learning of Geography knowledge, skills and
competencies essential for
effective teaching and learning
of geography in further
education and training.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes:

assessment through participation in class, formative assessment 50%
assignments (academic and professional), and and summative assessment
presentations and summative assessment through 50% written examination
examination in June.…

Module Semester 1: ESMH311 NQF Semester 2: NQF

code:- level: 7 ESMH312 level: 7

Title: Method of History Title: Method of History

Content: Content:

− Understanding history and curriculum and − The School History.

assessment policy system (caps) − Using historical sources
− Contextualizing teaching and learning in the teaching of the
strategies and methods School History.
− Discovery strategy − Developing learners’
− Teaching and learning resources interests in history
− Teaching aids outside the classroom.
− Essential Qualities of a
History Teacher.
− Teaching emotive and
controversial issues in
history.
− The Historical Thinking.
− Teaching and Learning
Resources.
− Assessment in history
Module outcomes: The purpose of this module is Module outcomes: To
to develop competent and critical educators who will develop knowledge, skills and
add value to the teaching and learning of History. competencies essential for
effective teaching and learning
of History in Further
Education and Training.

136
 Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This

means of Continuous formative assessment module is assessed by means
through participation in class, assignments of formative: -
(academic and professional) and presentations,
summative assessment through examinations in − 50% Summative
June. − 50%Written
Examinations

FED.2.5.3.7. MODULE CONTENT AND OUTCOMES FOR EBDFT5

FURTHER EDUCATION AND TRAINING ( HISTORY AND GEOGRAPHY) – YEAR

COURSE COURSES

Module code:- Year Level 1: ETSE100 NQF level: 5

Title: School Experience 1

Content: Learning from practice (observation and simulated classroom practice/ lesson
demonstrations) (Practical and subject pedagogical knowledge).

Module outcomes: This module aims to expose students to the school experience from the
perspective of a teacher, in the care of a school mentor

Method of delivery: Full Time

Assessment modes: This module is assessed during the school based professional
practicum orientation week in August/September, the school prepares a confidential report
on the student teacher’s attitude and professional conduct, which is submitted to the
coordinator

Module code:- Year Level: ETSE200 NQF level: 6

Title: School Experience 2

Content: Learning in practice (lesson demonstrations/ simulated classrooms and

observation with limited lessons in teaching two subjects/ university based and school
based) ( practical knowledge and subject pedagogical knowledge).

Module outcomes:
The purpose of this module is to give students the opportunity to critical observe and
creatively reflect on the school experience.

Method of delivery: Full Time

Assessment modes: In their 2nd year, B Ed students undergo home school based
professional practicum for 2 weeks in the first semester, and for 1 week in the second
semester during the recess week. A school Observation Journal, with a collection of
assignments and practical activities will be used as an observation instrument. Reflections
on themes/presentations based on the students’ observation experiences are made as well
as reflective essays written on observed experiences. The focus is on how to improve the
observed experiences for future implementation

Module code:- Year Level 3: ETSE300 NQF level: 7

Title: : School Experience 3

Content: Work Integrated Learning. Conducting of all classroom activities in addition to

teaching of lessons from two subjects school -based (practical and subject content
pedagogical knowledge).Students will be able to plan, prepare and implement a lesson,
learning from and through experience.

Module outcomes:

137
 The aim is for the student to have the opportunity to be exposed to a whole range of
experiences, and be able to develop the knowledge, skills and values required of a
professional and passionate teacher. Students will develop a variety of teaching-
assessment strategies, methods and essential teaching skills.

Method of delivery: Full Time

Assessment modes: This module is assessed by means of a 6-week cluster based

professional practicum in the second semester. Lecture and mentor evaluations. Peer and
self-assessment

Module code:- Year Level 4: ETSE400 NQF level: 7

Title: : School Experience 4

Content: School based teaching practice (3 weeks) subject mentor university supervised
+ action research (reflecting on own practice and that of the mentors (practical/ subject
content pedagogical/ situational knowledge).
Module outcomes:

The aim is to let the student develop and produce a high quality action research based
portfolios of evidence
Method of delivery: Full Time

Assessment modes: This module is assessed by means of a portfolio based on a

Teaching and Learning Committee –approved framework linking theory and experiences,
formative assessment principles, rubric-assessed, submitted before the end of October
and externally examined.

FED.2.5.3.8. EBDFT5 MODULES OFFERED IN OTHER FACULTIES

NB: PLEASE REFER TO 2020 ARTS, FCAL, FSAE HANDBOOKS FOR: -
OUTCOMES ON MODULES LISTED IN THIS PAGE; SEE TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CODE CREDITS NQFL MODULE CODE CREDITS NQFL

SGES111 15 5 SGES112 15 5

AHIS111 15 5 AHIS112 15 5

SGES211 15 6 SGES212 15 6

AHIS211 15 6 AHIS212 15 6

ARTO111 15 6 ARTO112 15 6

SSTT111 15 6 SHYD222 15 6

AHIS311 15 7 AHIS312 15 7

AHIS321 15 7 AHIS322 15 7

SGES331 15 7 SGES312 15 7

SGES311 15 7 SGES322 15 7

FED.2.5.6 COMPUTER SCIENCE AND MATHEMATICS – EBDFT6

FED.2.5.3.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training – Computer

Science and Mathematics

138
Module Descriptive name Credits NQFL Pre/Co
code requisites

ELLL111 Academic Literacy 1A(Language) 08 5 NONE

EFIT111 Ideologies & Trends in Education 08 6 NONE

CSPS111 Introductory Computing 15 5 NONE

SMTH111 Calculus 1 15 5 NONE

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

CSPS112 Introductory Systems Programming 15 6 NONE

SMTH112 Calculus 2 15 6 NONE

EPDL211 Human Development & Learning 08 6 NONE

SCPS211 Data Structures & Algorithms 15 6 CSPS111

SMTH221 Advanced Calculus 15 6 SMTH111

ECTL212 Teaching & Learning Strategies 08 6 NONE

SCPS212 Introductory Software Engineering 15 6 CSPS111

SMTH111

SMTH222 Linear Algebra & Differential 15 6 CSPS111

Equations
SMTH111

EALM311 School Leadership & Management 08 7 NONE

ECAE311 Assessment in Education 08 7 NONE

ESCM311 Method of Computers 3A 17 7 CSPS111

SMTH111

ESMC311 Method of Mathematics 3A (FET 17 7 CSPS111

Phase)
SMTH111

EDSE312 Society, Educational Law & School 08 7 NONE

Governance

EFMS312 Comparative Education 08 7 NONE

ESCM312 Method of Computers 3B 17 7 CSPS112

SMTH112

ESMC312 Method of Mathematics 3B (FET 17 7 CSPS112

Phase)
SMTH112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of Curriculum 16 7 NONE

Development

SCPS311 Advanced Programming 15 7 CSPS111

Techniques
SCPS211

139
SMTH311 Abstract Algebra 15 7 SMTH221
SMTH222

SMTH321 Real Analysis 15 7 SMTH111

SMTH222

SCPS321 Systems programming 15 7 SCPS211

EAMS412 Management of School Systems & 08 7 NONE

Extra-curricular Activities

EPRE412 Introduction to research in 08 6 NONE

Education

SCPS312 Distributed Systems Development 15 7 SCPS211

SCPS212

SMTH312 Graph Theory 15 7 SMTH221

SMTH222

SMTH322 Complex Analysis 15 7 SMTH221

SMTH222

SCPS322 Final Year Project 15 7 SCPS212

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

CSPS111
CSPS112
SMTH111

SMTH112

ETSE400 School Experience 4 32 7 ETSE300

140
FED.2.5.3.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: FET (COMPUTER SCIENCE AND MATHEMATICS). QUAL CODE: EBDFT6
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
code
Ancillary/El Ancillary/E Ancillary/E Ancillary/E
ective lective lective lective
ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 C 08
EFIT111 C 08 SCPS211 C 15 ECAE311 C 08 ECTP411 C 16
CSPS111 C 15 SMTH221 C 15 ESCM311 C 17 Any one of the following:-
SMTH11 C 15 ESMC311 C 17 SCPS311 E 15
SMTH311 E 15
Any one of the following:-
SMTH321 E 15
SCPS321 E 15
Total 1st 46 Total 1st 38 Total 1st 50 Total 1st 54
semester semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
code
Ancillary/El Ancillary/E Ancillary/E Ancillary/E
ective lective lective lective
ESCL112 C 08 ECTL212 C 08 EDSE312 C 08 EAMS412 E 08
EPHA112 C 08 SCPS212 C 15 EFMS312 C 08 EPRE412 E 08
CSPS112 C 15 SMTH222 C 15 ESCM312 C 17 SCPS312 E 15
SMTH112 C 15 ESMC312 C 17 Or
SMTH312 E 15
SMTH322 E 15
Or
SCPS322 E 15
Total 2nd 46 Total 2nd 38 Total 2nd 50 Total 2nd 46
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year 16 Year Year module Year
module
Overall 108 module
Overall 108 credit Total
Overall 132 module
Overall 132
credityear
Total credityear
Total year level 3 credityear
Total
level 1credits for the curriculum
Total level 2 level 4 480

141
FED.2.5.3.3. MODULE CONTENT AND OUTCOMES FOR EBDFT6

FURTHER EDUCATION AND TRAINING ( COMPUTER SCIENCE AND

MATHEMATICS) – SEMESTER COURSES

Module Semester1: ESMC311 NQF Semester 2: ESMC312 NQF

code:- level: level:

Title: : Method of Computer 3A Title: Method of Computer 3B

Content: The effective teacher, Content: The effective

understanding your students, curriculum teacher, understanding your
and assessment policy statement, unit students, curriculum and
and lesson planning, classroom assessment policy statement,
management I: establishing the learning unit and lesson planning,
climate, classroom management II: classroom management I:
promoting student engagement. establishing the learning
climate, classroom
management II: promoting
student engagement.

Module outcomes: The module aims to Module outcomes: The

equip student teachers with a module aims to equip student
comprehensive understanding of the teachers with a comprehensive
background issues and practice of the understanding of the
current teaching and learning of background issues and
Computer Applications/ Information practice of the current teaching
Technology in the FET phase in schools. and learning of Computer
Applications/ Information
Technology in the FET phase
in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This

assessed by means of examination…… module is assessed by means
of examination……
Module Semester1: ESCM311 NQF Semester 2: ESCM312 NQF
code:- level: level:

Title: Method of Computer Title: Method of Computer

Content: The effective teacher, Content: The effective

understanding your students, curriculum teacher, understanding your
and assessment policy statement, unit students, curriculum and
and lesson planning, classroom assessment policy statement,
management I: establishing the learning unit and lesson planning,
climate, classroom management II: classroom management I:
promoting student engagement. establishing the learning
climate, classroom
management II: promoting
student engagement.

Module outcomes: The module aims to Module outcomes: The

equip student teachers with a module aims to equip student
comprehensive understanding of the teachers with a comprehensive
background issues and practice of the understanding of the
current teaching and learning of background issues and

142
 Computer Applications/ Information practice of the current teaching
Technology in the FET phase in schools. and learning of Computer
Applications/ Information
Technology in the FET phase
in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This

assessed by means of continuous module is assessed by means
formative assessment through of 30% Tests and 30% any
combination of the following:
participation in class, assignments
(academic and professional) and ✓ Assignment
presentations, summative assessment ✓ Project
through examinations in June. ✓ Research
✓ Presentation Tasks
✓ 40% Examination

FED.2.5.3.4. EBDFT6 MODULES OFFERED IN OTHER FACULTIES

NB: PLEASE REFER TO 2020 ARTS, FCAL, FSAE HANDBOOKS FOR: -
OUTCOMES ON MODULES LISTED IN THIS PAGE; SEE TABLE BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CREDITS NQFL MODULE CREDITS NQFL
CODE CODE
SCPS111 15 5 SCPS112 15 5
SMTH111 15 5 SMTH112 15 5
SCPS211 15 6 SCPS212 15 6
SMTH221 15 6 SMTH222 15 6
SCPS311 15 6 SCPS312 15 6
SMTH311 15 7 SMTH312 15 7
SMTH321 15 7 SMTH322 15 7
SPCS321 15 7 SPCS322 15 7

143
FED.2.5.7 PHYSICAL SCIENCE AND MATHEMATICS – EBDFT7

FED.2.5.7.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PREREQUISITES

Bachelor of Education: Further Education and Training – Physical

Science and Mathematics

Module code Descriptive name Credits NQFL Pre/Co

requisites

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

EFIT111 Ideologies and trends in 08 6 NONE

Education

SCHM111 General Chemistry A 15 5 NONE

SPHY111 Classical Mechanics and 15 5 NONE

Properties of Matter

SMTH111 Calculus 1 15 5 NONE

ESCL112 Academic Literacy 1B 08 5 NONE

(Computer Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

SCHM112 General Chemistry 15 6 NONE

SPHY112 Nuclear Physics, 15 6 NONE

Electromagnetism and
Modern Physics

SMTH112 Calculus 2 15 6 NONE

EPDL211 Human Development & 08 6 NONE

Learning

SCHM211 Analytical & Inorganic 15 6 SCHM111

Chemistry 2
SCHM112

SPHY211 Mechanics, Special 15 6 SPHY111

Relativity & Properties of
Matter SMTH111
SPHY112
SMTH112

SMTH221 Advanced Calculus 15 6 SMTH111

ECTL212 Teaching & Learning 08 6 NONE

Strategies

SCHM212 Organic & Physical 15 6 SCHM111

Chemistry 2
SCHM112

SPHY212 Modern Physics 15 6 SPHY111

Photonics & Waves
SMTH111

144
 SPHY112
SMTH112

SMTH222 Linear Algebra & 15 6 SMTH111

Differential Equations
SMTH112

EALM311 School Leadership 08 7 NONE

&Management

ECAE311 Assessment in 08 7 NONE

Education

ESPS311 Method of Physical 17 7 SPHY111

Science A
SMTH111
SPHY112
SMTH112
SCHM111
SCHM112

ESMC311 Method of Mathematics 17 7 SPHY111

3A (FET Phase)
SMTH111
SPHY112
SMTH112
SCHM111
SCHM112

EDSE312 Society, Educational 08 7 NONE

Law & School
Governance

EFMS312 Comparative Education 08 7 NONE

ESPS312 Method of Physical 17 7 SPHY111

Science B
SMTH111
SPHY112
SMTH112
SCHM111
SCHM112

ESMC312 Method of Mathematics 17 7 SPHY111

3B (FET Phase)
SMTH111
SPHY112
SMTH112
SCHM111
SCHM112

145
EPIE411 Inclusive Education 08 7 NONE
Studies

ECTP411 Theory & Practice of 16 7 NONE

Curriculum Development

SCHM311 Organic Chemistry 3 15 7 SMTH111

SMTH112
SCHM212

SPHYM311 Quantum & Statistical 15 7 SPHY111

Physics
SPHY112
SMTH111
SMTH112
SMTH221

SMTH311 Abstract Algebra 15 7 SMTH221

SMTH222

SCHM321 Physical Chemistry 3 15 7 SMTH111

SMTH112
SCHM212
SPHY212

SPHY321 Electronic, Circuits, and 15 7 SPHY111

Devices
SPHY112

SMTH321 Real Analysis 15 7 SMTH111

SMTH222

EAMS412 Management of School 08 7 NONE

Systems & Extra-
curricular activities

EPRE412 Introduction to Research 08 7 NONE

in Education

SCHM312 Inorganic chemistry 3 15 7 SMTH111

SMTH112
SCHM212

SPHY312 Nuclear Physics & 15 7 SPHY111

Applications
SPHY112

SMTH312 Graph Theory 15 7 SMTH111

SMTH222

SCHM322 Analytical Chemistry 3 15 7 SMTH111

SMTH112

146
 SCHM212

SPHY322 Solid State Physics and 15 7 SPHY111

Materials Science
SPHY112
SPHY212
SMTH222

SMTH322 Complex Analysis 15 7 SMTH111

SMTH222

ETSE100 School Experience 1 16 6 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

SPHY111
SPHY112
SCHM111
SCHM112
SMTH111
SMTH112

ETSE400 School Experience 4 32 7 ETSE300

147
FED.2.5.7.2. Qualification Name: Bachelor of Education: FET (Physical Science and Mathematics). Qualification Code: EBDFT7
Year Level 1 Year level 2 Year level 3 Year level 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/El Ancillary/El Ancillary/E

Elective ective ective lective
ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 C 08
EFIT111 C 08 SCHM211 C 15 ECAE311 C 08 ECTP411 C 16
SCHM111 C 15 SPHY211 C 15 ESPS311 C 17 Any one of the following:
SPHY111 C 15 SMTH221 C 15 ESMC311 C 17 SCHM311 E 15
SMTH111 C 15 SPHYM311 E 15
SMTH311 E 15
Any one of the following:
SCHM321 E 15
SPHY321 E 15
SMTH321 E 15
Total 1st semester 61 Total 1st 53 Total 1st 50 Total 1st 54
semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second semester Second semester Second semester Second semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
ESCL112 C 08 ECTL212 C 08 EDSE312 C 08 EAMS412 C 08
Ancillary/ Ancillary/El Ancillary/El Ancillary/E
EPHA112 C
Elective 08 SCHM212 C
ective 15 EFMS312 C
ective 08 EPRE412 C
lective 08
SCHM112 C 15 SPHY212 C 15 ESPS312 C 17 Any one of the following:
SPHY112 C 15 SMTH222 C 15 ESMC312 C 17 SCHM312 E 15
SMTH112 C 15 SPHY312 E 15
SMTH312 E 15
Any one of the following:
SCHM322 E 15
SPHY322 E 15
SMTH322 E 15
Total 2nd semester 61 Total 2nd 53 Total 2nd 50 Total 2 nd
46
semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module credit 16 Year module Year module Year module
Overall Total year 138 credit Total
Overall 138 credit Total
Overall 132 credit Total
Overall 132
level 1 year level 2 year level 3 year level 4
Total credits for the curriculum 540

148
FED.2.5.7.3. MODULE CONTENT AND OUTCOMES FOR EBDFT7

FURTHER EDUCATION AND TRAINING ( PHYSICAL SCIENCE AND MATHEMATICS) –

SEMESTER COURSES

Module Semester1:ESMC311 NQF level: Semester 2: ESMC312 NQF

code:- level:

Title: Method of Computer 3A Title: Method of Computer 3B

Content: The effective teacher, understanding Content: The effective teacher,

your students, curriculum and assessment policy understanding your students, curriculum
statement, unit and lesson planning, classroom and assessment policy statement, unit
management I: establishing the learning climate, and lesson planning, classroom
classroom management II: promoting student management I: establishing the learning
engagement. climate, classroom management II:
promoting student engagement.

Module outcomes: The module aims to equip Module outcomes: The module aims to
student teachers with a comprehensive equip student teachers with a
understanding of the background issues and comprehensive understanding of the
practice of the current teaching and learning of background issues and practice of the
Computer Applications/ Information Technology current teaching and learning of
in the FET phase in schools. Computer Applications/ Information
Technology in the FET phase in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of continuous formative assessment assessed by means of examination……
through participation in class, assignments
(academic and professional) and presentations,
summative assessment through examinations in
June.

Module Semester 1: ESPS311 NQF Semester 2: ESPS312 NQF

code:- level: level:

Title: Method of Physical Science 3A Title: Method of Physical Science 3B

Content: Metaphors for the Teacher, Models of Content: Using Simulations, Models and
becoming a teacher, why should anyone learn Animations for Science Learning, The
science and why teach it? Thinking about Role of Language in the Learning
Learning in Science, The effectiveness of Teaching of Science, Scientific
Practical work in Teaching and Learning Epistemology, Enhancing the quality of
Science, Curriculum and Assessment Policy arguments in school science, Scientific
Statement-Grades 10-12, The Role of Language argumentation as a foundation for the
in the Learning Teaching of Science, design of inquiry based science
Misconceptions in the Physical Sciences, teaching, Teaching Critical Thinking and
Strategies for Teaching Science, Questioning Problem Solving Skills, Teachers’ Beliefs
and Responding to Guide Children’s Inquiry,
Developing science lesson plans, Assessing
Constructively

Module outcomes: Equip students with Module outcomes: provide students

knowledge and skills required to effectively with opportunity to develop as
facilitate at Further Education and Training (FET) professional and reflexive individuals
Phase. who are able to take initiative and
responsibility in an academic and
professional context

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of Formative assessment through assessed by means of Continuous
tests, assignments, teaching journals, reflections, formative assessment through
attendance and participation and summative participation in class, assignments
assessment through an internally moderated final (academic and professional) and
examination. presentations, summative assessment
through examinations

149
FED.2.5.7.4. EBDFT7 MODULES OFFERED IN OTHER FACULTIES
NB: PLEASE REFER TO 2022 ARTS, FCAL, FSAE HANDBOOKS FOR OUTCOMES ON
MODULES LISTED IN THIS PAGE THAT ARE OFFERED IN OTHER FACULTIES SEE TABLE
BELOW: -

FISRT SEMESTER SECOND SEMESTER

MODULE CREDITS NQFL MODULE CODE CREDITS NQFL

CODE

SCHM111 15 5 SCHM112 15 6

SPHY111 15 5 SPHY112 15 6

SMTH111 15 5 SMTH112 15 6

SCHM211 15 5 SCHM212 15 6

SPHY211 15 5 SPHY212 15 6

SMTH221 15 5 SMTH222 15 6

SCHM311 15 7 SCHM312 15 7

SPHY311 15 7 SPHY312 15 7

SMTH311 15 7 SMTH312 15 7

SCHM321 15 7 SCHM322 15 7

SPHY321 15 7 SPHY322 15 7

SMTH321 15 7 SMTH322 15 7

FED.2.5.7.5. LIST OF EBDFT CORE MODULES AND THEIR OUTCOMES – FETS

EBDFT COMMON MODULES

EBDFT1 EBDFT2 EBDFT3 EBDFT4 EBDFT5 EBDFT6 EBDFT7

ELLL111 ELLL111 ELLL111 ELLL111 ELLL111 ELLL111 ELLL111

EFIT111 EFIT111 EFIT111 EFIT111 EFIT111 EFIT111 EFIT111

ESCL112 ESCL112 ESCL112 ESCL112 ESCL112 ESCL112 ESCL112

EPHA112 EPHA112 EPHA112 EPHA112 EPHA112 EPHA112 EPHA112

EPDL211 EPDL211 EPDL211 EPDL211 EPDL211 EPDL211 EPDL211

ECTL212 ECTL212 ECTL212 ECTL212 ECTL212 ECTL212 ECTL212

EALM311 EALM311 EALM311 EALM311 EALM311 EALM311 EALM311

ECAE311 ECAE311 ECAE311 ECAE311 ECAE311 ECAE311 ECAE311

EDSE312 EDSE312 EDSE312 EDSE312 EDSE312 EDSE312 EDSE312

EPIE411 EPIE411 EPIE411 EPIE411 EPIE411 EPIE411 EPIE411

EFMS312 EFMS312 EFMS312 EFMS312 EFMS312 EFMS312 EFMS312

EPRE412 EPRE412 EPRE412 EPRE412 EPRE412 EPRE412 EPRE412

ECTP411 ECTP411 ECTP411 ECTP411 ECTP411 ECTP411 ECTP411

EAMS412 EAMS412 EAMS412 EAMS412 EAMS412 EAMS412 EAMS412

FED.2.5.7.6. MODULE CONTENTS AND OUTCOMES FOR EBDFT CORE MODULES

150
INTERMIDIATE AND SENIOR PHASE CORE MODULES – SEMESTER COURSES

Module Semester 1: ELLL111 Semester 2: EPHA112 NQF level:

code:-

Title: Academic Literacy 1A (Language) Title: HIV and AIDS Education

Content: The Communication Process; Content: The course will provide an

Listening, and Speaking Communication Skills; Introduction and Background to HIV and
Reading, Viewing and Thinking Skills; Writing, AIDS, Factors that facilitate the
Designing and presenting Skills; Grammatical transmission of HIV and AIDS, Impact of
Knowledge for Educators HIV and AIDS, Standard Universal Safety
Precautions for the Prevention of HIV and
AIDS, Ethical and Legal Issues and HIV
and AIDS, Management of HIV and AIDS,
Gender and HIV and AIDS, Responding to
HIV and AIDS in the classroom, school and
community.

Module outcomes: Module Outcomes: This module aims to

create awareness and highlight the facts
By the end of the module, students should be around the HIV and AIDS pandemic and
equipped with: - with linguistic knowledge and encourage students to ponder the impact
communication skills that will enable them to, this disease has on society at large, the
facilitate their own academic learning, and school and the classroom specifically. It
teach effectively in their area of specialization. will also encourage active and
conscientious participation with regards to
the prevention of HIV and AIDS focus on
relevant policy related matters and
promote the responsible management of
HIV and AIDS in the classroom and the
school in general.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: This module is assessed Assessment modes: Continuous

by means of Continuous formative assessment formative assessment through tests,
through participation in class and tutorials, assignments, teaching journals, portfolios,
assignments and reflective writing. Summative attendances, seminars and participation,
assessment through examinations in June long essays/research paper presentations
and summative assessment through
internally moderated final examination.

Module Semester 1: EFIT111 Semester2:ESCL112 NQF level:

code:-

Title: Ideologies and Trends in Education Title: Academic Literacy 1B (Computer

Literacy)

Content: (Philosophy) Integration of theory and Content: General understanding of

practice of the following study units: Definition of computers in and around us, including
concepts, Education, training, indoctrination, knowledge and use of computer hardware,
philosophy, and philosophy of education. The software, and operating systems. Key
nature and field of philosophy of education applications software such as word
(Philosophy of education is speculative, analytic; processing, spreadsheet, presentation and
classical philosophies including idealism, realism outlook. Also included in this module are
and pragmatism; contemporary philosophies, aspects of working in an Internet or
reconstructionist and Africanism; value networked environment, including basic
clarification; theories of moral education and its knowledge of networks and the Internet,
link to humanism. skills in specific applications such as
electronic mail software and Web
(History of education) A history of education in browsers, skills required to find and
South Africa. Pre-colonial or traditional evaluate information, and an
education. Education during Dutch colonization understanding of issues related to
(1652-1795 and 1803-1806). Education under computing and the Internet being used at
the British (1807-1899). Mission education. school, home and workplace.
National Party rule and apartheid education
(1948). Education for White children. Education
for Coloured children (The Coloured Persons
Education Act 1963). Education for Indian
children (The Indian Education Act of 1965).

151
Education for Black children (The Bantu
Education Act, Act 47 of 1953). Resistance to
apartheid education. A new education policy in
a new South Africa (1992 to date)

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students should
equipped with: - with knowledge and be equipped with: -
understanding of the field and study of
education; To enable students to understand with the relevant and necessary computer
educational ideologies and their link to the skills that will enable them to finesse
present education. To equip students with around their studies and life in general.
knowledge and understanding of development The module takes students through
of different education systems in South Africa different types of computers, different
computer environments, data capturing
skills, information processing skills as well
as research using various search engines.
Layout and presentation skills are also
integral parts of this module.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of continuous formative assessment assessed by means of continuous
through assessments, presentations and tests. formative assessment through in-class
tests, exercises, assignments, portfolios,
Summative assessment through examination.
professional and subject mentors’ reports,
and lecturers’ reports; and summative
assessment through a terminal
examination at the end of the semester

Module Semester 1: EPDL211 Semester 2: ECTL212 NQF level:

code:-

Title: Human Development and Learning Title: Teaching and Learning strategies

Content: Introduction to Educational Content: Theories of teaching and

Psychology. Understanding learner learning (behaviourist, humanist, social
development and diversity. Individual and constructivist). Principles of quality
group differences. Learning and knowledge teaching and a competent teacher.
construction. Learning and motivation Principles underpinning teaching and
learning in OBE Curriculum. Learning
styles. Teaching strategies and methods
(teacher-centred and learner-centred
strategies. Classroom management,
teaching strategies and learning styles

Module outcomes: To introduce students to Module outcomes:

study of Educational Psychology which
examine some aspects of development and By the end of the module, students should
learning be equipped with: - with knowledge of
theories of teaching, learning and
classroom management and to train them
in all aspects of General Pedagogical
content knowledge e.g. selecting,
organizing and preparing subject content,
applying suitable and relevant teaching
strategies and methods and lastly to
adopting adequate learning styles
compatible to the learners’ cognitive
development.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Continuous formative assessed by means of gathering of
assessment through participation in class, evidence on students’ performance the
assignments (academic and professional) and process will apply continuous assessment
presentations; summative assessment through procedures which are: baseline
examinations in June assessment, formative and summative.
Baseline: evidence of students’ academic

152
 readiness (Techniques for assessment,
Written Assignments, oral presentations.
Formative: Tests, oral presentation, group
work, role play activities, tutorials,
classroom observations and reflections.
Summative: Test and examination.

Module Semester 1: ECAE311 Semester 2: EDSE312 NQF level:

code:-

Title: Assessment in Education Title: Society Education Law and School

Governance

Content: Introduction to Assessment and it Content: Society and Education;

relationship to teaching and learning. definition of terms; relationship between
Conceptions of Assessment in curriculum education and society; theories of society;
development and their implications in functionalism; Marxism; interactions,
teaching & learning environment. Principles social, conservative, innovative,
underpinning OBE Curriculum and economic, selective and locative
Assessment), Integrated assessment functions. The socialization process and
systems, Perspectives of assessment settings, role of the school in socialization,
(behaviourist, humanist, social constructivist), parameters of school governance, legal
Co-operative teaching, motivation and bases of school practice, school
feedback. managers and governing bodies, sources
of educational law, legislation affecting
schools, educators and learner discipline,
school rules and human rights culture.
Module Outcomes: To equip students with Module outcomes:
knowledge of theories of assessment, models
of assessment in education and approaches By the end of the module, students should
and to train students in competencies required be equipped with: - with knowledge and
in planning, designing and conducting skills to address the role of education in
assessment in the context of the espoused society; to equip student with skills of
National Curriculum policy. engaging critically with education policies,
procedures and systems which impact on
institutions and classrooms as well as on
the national education and training
landscape.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Gathering of evidence Assessment modes: This module is

on students’ performance the process will apply assessed by means of continuous
continuous assessment procedures which are: formative assessment through tests,
baseline assessment, formative and assignments, presentations, portfolios,
summative. seminars, essays, research projects and
examinations
Baseline: evidence of students’ academic
readiness (Techniques for assessment, Written
Assignments, oral presentations.

Formative: Tests, oral presentation, group

work, role play activities, tutorials, observation
and reflection.
Summative: Test and examination.

Module Semester 1: EALM311 Semester 2: EFMS312 NQF level:

code:-

Title: School Leadership and Management Title: Comparative Education

Content: Basic concepts in school leadership Content: Objectives and scope of

and management task of an educator. The Comparative Education; rationale for the
nature and the purpose of school management field; disciplinary identity; Comparative and
and leadership both generally and in the international education; framing education
context of a changing South Africa. Analysis of systems: globalization, convergence and
principalship in the South African context and divergence; a history of selected education
the role of school managers and leaders as systems: Brazil, Egypt, Tanzania,
agents of change. Managing educator’s Sweden, USA; the education system of
professional development (human resources South Africa. forces that shape the context
development, induction process staff appraisal of education in South Africa;

153
and development). Parent management.
Learner involvement

Module outcomes: Module Outcomes: To describe

educational systems, processes or
By the end of the module, students should be outcomes; to encourage students to think
equipped with: - with skills to lead and manage critically about the relationship between
school. Enable them to understand the education and society and to assist
challenges of school leadership and students in establishing generalized
management. Increase their understanding of statements about education that are valid
skills and competencies required for successful in more than one country.
performance in school management positions.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: This module is Assessment modes: Continuous

assessed by means of formalise assessment formative assessment through
through class participation, assignment, and participation in class, tests, assignments,
presentations, tests and summative and presentations; Summative
assessment through examination in June. assessment through examinations at the
end of the semester.

Module Semester 1: EPIE411 Semester 2: EPRE412 NQF level:

code:-

Title: Inclusive Education Title: Introduction to Research in

Education

Content: Inclusive education concepts; non- Content: It will cover, understanding the
inclusive educational settings; collaboration concept of research –i.e. what is research?
parent involvement; effective teaching and Difference between quantitative and
learning; supporting all students; qualitative research; aims of conducting
understanding students with challenging research in education; how to identify a
behaviour, understanding students with research topic; the title and research
intellectual disability. problem as well as formulation of research
questions. Literature review – Primary and
Secondary literature resources; research
design – population, sampling frame,
sampling methods; data collection
techniques – questionnaire, interviews,
observations and check-lists; validity and
reliability of research instruments.
Introduction to data analysis and
interpretation of research findings;
research ethics.

Module outcomes: Module outcomes: To introduce students

to basic concepts in Educational Research
By the end of the module, students should be as well as equip them with skills for
equipped with: - an understanding of the conducting literature review, referencing
philosophy, benefits and processes of inclusive techniques, analysing data and
education interpreting research findings.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of continuous formative assessed by means of continuous
assessment through tests, assignments, formative assessment through
teaching journals, portfolios, attendances, participation in class, assignments
seminars and participation, long (academic and professional) and
essays/research paper presentations and presentations; summative assessment
summative assessment through externally through examinations in June.
moderated final examination.
Module Semester 1: ECTP411 Semester 2: EAMS412 NQF level:
code:-

Title: Theory and Practice of Curriculum Title: Management of School Systems

Development and Extra-curricular Activities

Content: Introduction to curriculum studies, Content:

Philosophical foundations of curriculum
research, design and development, Theories

154
underpinning curriculum research 1. The education system as an
internationally and in South Africa. ( Traditional, organisation
modern and post-modern Curriculum theories − Schools as social systems
and models) Conceptions of curriculum and (definition of social system, the
their implications in teaching & learning environment of schools, the macro
environment, Outcomes Based Curriculum and micro environments, school
model in South Africa from ERS, CMSA, climate and school culture from the
C2005, NCS and CAPS), Models of curriculum perspective of educational
developments and various level management, the school as an
organisation, the organisational
structure of a school)
− Culture traditions in the
management of school systems in
South Africa (Afro centric
management, Ubuntu and
management, gender and
management)
2. Effective school management
strategies
− Effective schools (indicators of
effective schools, models of
schooling, effective classrooms,
effective principals, effective
behaviours, synthesis of research
findings on effective schools);
− Participatory management skills in
schools (renewal strategies in
management of school systems,
management by objectives, inviting
educational management;
3. Management of extra-curricular
systems
− The management of school’s extra-
curricular programmes
(management of extra-curricular
tasks, time management within the
context of extra-curricular program
strategies for the optimal utilisation
of time, the educational manager’s
role regarding extra-curricular
programmes-co-ordination; setting
objectives; programme enrichment,
evaluation, corrective action, positive
climate creation)
4. Management of physical and
financial resources in schools
− Departmental guidelines in
managing physical resources.
− Legal requirements for the financial
management of public schools
(Budget, Financial Statement,
Cashbooks, Distribution Register,
Petty Cash, School fees)
Module outcomes: To equip students with Module outcomes:
knowledge of processes of; curriculum
designing, curriculum development and By the end of the module, students should
implementation and to train students in be equipped with knowledge and skills to
competencies required in interpreting, manage school systems and extra-
designing teaching and learning programmes in curricular activities.
the context of the espoused National
Curriculum policy.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of gathering of evidence on students’ assessed by means of test, assignment
performance the process will apply continuous and examination
assessment procedures which are: baseline
assessment, formative. Baseline: evidence of
students’ academic readiness (Techniques for
155
assessment, Written Assignments, oral
presentations. Formative: Tests, oral
presentation, group work, role play activities,
tutorials. Summative: Test and examination

156
FED.2.5.7.7. TEACHING PRACTICE MODULE CONTENT AND OUTCOMES FOR FET
PROGRAMMES

FURTHER EDUCATION AND TRAINING TEACHING PRACTICE - YEAR COURSES

Module code:- Year Level 1: ETSE100 3TSE100 NQF level: 5

Title: School Experience 1

Content: Learning from practice (observation and simulated classroom practice/ lesson
demonstrations) (Practical and subject pedagogical knowledge).

Module outcomes: This module aims to expose students to the school experience from the
perspective of a teacher, in the care of a school mentor

Method of delivery: Full Time

Assessment modes: This module is assessed during the school based professional practicum
orientation week in August/September, the school prepares a confidential report on the student
teacher’s attitude and professional conduct, which is submitted to the coordinator

Module code:- Year Level: ETSE200 3TSE200 NQF level: 6

Title: School Experience 2

Content: Learning in practice (lesson demonstrations/ simulated classrooms and observation with
limited lessons in teaching two subjects/ university based and school based) ( practical knowledge
and subject pedagogical knowledge).

Module outcomes:

The purpose of this module is to give students the opportunity to critical observe and creatively
reflect on the school experience.

Method of delivery: Full Time

Assessment modes: In their 2nd year, B Ed students undergo home school based professional
practicum for 2 weeks in the first semester, and for 1 week in the second semester during the recess
week. A school Observation Journal, with a collection of assignments and practical activities will be
used as an observation instrument. Reflections on themes/presentations based on the students’
observation experiences are made as well as reflective essays written on observed experiences. The
focus is on how to improve the observed experiences for future implementation

Module code:- Year Level 3: ETSE300 3TSE300 NQF level: 7

Title: : School Experience 3

Content: Work Integrated Learning. Conducting of all classroom activities in addition to teaching
of lessons from two subjects school -based (practical and subject content pedagogical
knowledge).Students will be able to plan, prepare and implement a lesson, learning from and
through experience.

Module outcomes:
The aim is for the student to have the opportunity to be exposed to a whole range of experiences,
and be able to develop the knowledge, skills and values required of a professional and passionate
teacher. Students will develop a variety of teaching- assessment strategies, methods and essential
teaching skills.

Method of delivery: Full Time

Assessment modes: This module is assessed by means of a 6-week cluster based professional
practicum in the second semester. Lecture and mentor evaluations. Peer and self-assessment

Module code:- Year Level 4: ETSE400 3TSE400 NQF level: 7

Title: : School Experience 4

Content: School based teaching practice (3 weeks) subject mentor university supervised + action
research (reflecting on own practice and that of the mentors (practical/ subject content pedagogical/
situational knowledge).

157
 Module outcomes:

The aim is to let the student develop and produce a high quality action research based portfolios
of evidence
Method of delivery: Full Time

Assessment modes: This module is assessed by means of a portfolio based on a Teaching and
Learning Committee –approved framework linking theory and experiences, formative assessment
principles, rubric-assessed, submitted before the end of October and externally examined.

IMPORTANT NOTICE: -
THE FOLLOWING PROGRAMMES (EBEDEF, EBDIS 1,2,3,4,5) HAVE BEEN PHASED OUT HENCE TABLES OF CURRICULUM
STRUCTURES ARE CROSSED. THE INTAKE IN THESE PROGRAMMES HAD BEEN DISCONTINUED. THESE PROGRAMMES
ARE STILL LISTED OR SHOWN IN THIS HANDBOOK FOR THE PURPOSE OF ACCOMMODATING PIPELINE STUDENTS WHO
ARE OWING ONE OR TWO MODULES TO COMPLETE. THIS STRUCTURE THEREFORE WILL NOT BE INCLUDED IN THE
2023 HANDBOOK GOING FORWARD. SHOULD A STUDENT NEED TO DO B. ED PROGRAMME - PLEASE REFER TO THE
NEW PROGRRAMMES ABOVE (3BFPT1, 3BDIP1, 3BDIP2, 3BDISF1,3BDSF2.3BDSF3).

FED.2.6. Bachelor of Education Foundation and Intermediate Phase Programmes – Phasing out
FED.2.6.1. EMS AND LANGUAGE EDUCATION - EBDIS1
FED.2.6.1.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES

Bachelor of Education: Intermediate and Senior Phase - EMS and Language

Education

Module Descriptive name Credits NQFL Pre/Co

code requisite

ELLL111 Academic Literacy 1A 08 5 NONE

(Language)

EFIT111 Ideologies and trends in 08 6 NONE

Education

ESML111 Mathematical Literacy 1A 08 5 NONE

EESE111 Economic and Management 16 6 NONE

Sciences 1A (Economics)

ELZN111 isiZulu Language Education 1A 16 6 NONE

ELGN111 English Language Education 1A 16 6 NONE

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

ESML112 Mathematical Literacy 1B 08 5 NONE

EESE112 Economic and Management 16 6 NONE

Sciences 1B

ELZN112 isiZulu Language Education 1B 16 6 NONE

ELGN112 English Language Education1B 16 6 NONE

EPDL211 Human Development and 08 6 NONE

Learning

EESE211 Economic and Management 16 6 NONE

Sciences 2A

ELZN211 isiZulu Language Education 2A 16 6 ELZN111

ELGN211 English Language Education 2A 16 6 ELGN111

158
ECTL212 Teaching and Learning 08 6 NONE
Strategies

EESE212 Economic and Management 16 6 NONE

Sciences 2B

ELZN212 isiZulu Language Education 2B 16 6 ELZN112

ELGN212 English Language Education 2B 16 6 ELGN112

EALM311 School Leadership and 08 7 NONE

Management

ECAE311 Assessment in Education 08 7 NONE

EESE311 Economic and Management 16 7 EESE111

Sciences Method 3A

ELZN311 isiZulu Language Method 3A 16 7 ELZN111

ELZN112

ELGN311 English Language Method 3A 16 7 ELGN111

ELGN112

EDSE312 Society, Educational Law and 08 7 NONE

School Governance

EFMS312 Comparative Education 08 7 NONE

EESE312 Economic and Management 12 7 EESE111

Sciences Method 3B

ELZN312 isiZulu Language Method 3B 12 7 ELZN111

ELZN112

ELGN312 English Language Method 3B 12 7 ELGN111

ELGN112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory and Practice of 16 7 NONE

Curriculum Development

EESA411 Accounting 4A 12 7 EESE211

EESB411 Business Management 4A 12 7 EESE211

EESE411 Economics 4A 12 7 EESE211

ELZN411 isiZulu Language 4A 12 7 ELZN211

ELGN411 English Language Education 4A 12 7 ELZN211

EAMS41 Management of School Systems 08 7 NONE

2 and Extra-curricular activities

EPRE412 Introduction to Research in 08 7 NONE

Education

EESA412 Accounting 4B 12 7 EESE212

EESB412 Business Management 4B 12 7 EESE212

EESE412 Economics 4B 12 7 EESE212

ELZN412 isiZulu Language 4B 12 7 ELZN211

ELGN412 English Language Education 4B 12 7 ELGN211

ETSE100 School Experience 1 16 5 NONE

ETSE200 School Experience 2 32 6 ETSE100

159
ETSE300 School Experience 3 32 7 ETSE100
EESE111

ETSE400 School Experience 4 32 7 ETSE300

160
FED.2.6.1.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: IP AND SP (ECONOMIC MANAGEMENT SCIENCES AND LANGUAGE).- EBDIS1
FIRST SEMESTER FIRST SEMESTER FIRST SEMESTER FIRST SEMESTER
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary Ancillary Ancillary/

ELLL111 C 08 EPDL211 C 08 EALM311 C 08 EPIE411 08
Elective /Elective /Elective Elective
EFIT111 C 08 EESE211 C 16 ECAE311 C 08 ECTP411 16
ESML111 C 08 Choose one of the following: - EESE311 16 Choose one of the following:-
EESE111 C 16 ELZN211 E 16 Choose one of the following: - EESA411 12
C
Choose one of the following:- ELGN211 E 16 ELZN311 E 16 EESB411 12
C
ELZN111 E 16 ELGN311 E 16 EESE411 12
ELGN111 E 16 Choose one of the following:-
ELZN411 12
ELGN411 12
Total 1st 56 Total 1st 40 Total 1st 48 Total 1st 48
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second Second Second Second
semester semester semester semester
Module Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr
code
ESCL112 C 08 ECTL212 C 08 EDSE312 08 EAMS412 08
Ancillary/ (NO INTAKE- Ancillary/ (NO INTAKE- Ancillary/ (NO INTAKE- Ancillary/
EPHA112
(NO INTAKE- C 08 EESE212
REPEATERS 16 EFMS312
SENIOR 08 EPRE412
SENIOR only) 08
ESML112
REPEATERS C
Elective 08 Choose
only) one of the following: -
Electives EESE312
only) Elective 12 Choose one of the following:-
Electives
only)
EESE112 C 16 ELZN212 E 16 Choose one of the following:- EESA412 12
C
Choose one of the following: - ELGN212 E 16 ELZN312 12 EESB412 12
ELZN112 E 16 ELGN312 12 EESE412 12
C
ELGN112 E 16 Choose one of the following:-
ELZN412 12
ELGN412 12
Total 2nd 56 Total 2nd 40 Total 2nd 40 Total 2nd 40
semester semester Yearsemester
Modules semester
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 C 16 ESTE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module 32
credits
Total year 128 credits
Total year 112 credits
Total year 120 credits
Total year level 120
level 1 level 2 level 3 4
Total 480
credits for
the
curriculum

161
FED.2.6.1.3. MODULE CONTENT AND OUTCOMES FOR EBDIS1
INTERMIDIATE AND SENIOR PHASE (EMS AND LANGUAGE) – SEMESTER COURSES

Module code:- Semester 1: ESML111 Semester 2: ESML112 NQF level:

Title: Mathematical Literacy 1A Title: Mathematical Literacy 2B

Content: Fractions, decimals, percentages, Content: Fractions, decimals,

positive exponents and roots, associative, percentages, positive exponents and
commutative and distributive laws, the concepts of roots, associative, commutative and
rate, ratio, direct proportion and inverse proportion, distributive laws, the concepts of rate,
simple formulae ratio, direct proportion and inverse
proportion, simple formulae

Module Outcomes: To develop in students the Module Outcomes: To develop in

basic mathematical literacy competencies with a students the basic mathematical literacy
view to helping the students use such competencies competencies with a view to helping the
in contexts encountered in other disciplines. students use such competencies in
contexts encountered in other
disciplines.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous assessment Assessment modes: Continuous

through tests and assignments and a final assessment through tests and
examination at the end of the semester. assignments and a final examination at
the end of the semester.

Module code:- Semester 1: EESE111 Semester 2: EESE112 NQF

level:

Title: Economic and Management Sciences 1A Title: Economic and Management

Sciences 1B

Content: The Economic and Management Sciences Content: Introduction to general

field of study, The Economic Systems, The Market, management, Planning in management,
Price elasticity, Consumer Equilibrium, and Organizing in management, Leading in
Production management, control in management
and Selection and development of
product mix

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with:- understanding of economics facts should be equipped with:-
and situation through the introduction to basic understanding of Basic Introduction to
economic phenomena and the appropriate Business Management Principles and
terminology used in the field of commerce appropriate terminology used in the field
of commerce

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, journals, and reflective writing. participation in class, assignments, and
Summative assessment through examination in reflective writing. Summative
November. assessment through examination in
November

Module code:- Semester 1: ELZN111 Semester 2: ELZN112 NQF

level:

Title: IsiZulu Language Education 1A Title: IsiZulu Language Education 1A

Content: The rules of Syntax, Morphology, Content: Development of critical

Semantics and Phonology and their impact in the attitudes in student-educators through
teaching of a language. the acquisition of reading, viewing and
thinking skills. Exposition to the study of
prose, short stories, novels, formal essay
and drama. Thorough grounding in the
essential literary term

162
Module Outcomes: To equip student-educators Module Outcomes: To give students
with basic knowledge of General Linguistics with essential language skills that will enable
special reference to Syntax, Morphology, Semantics them to critically interpret and analyze
and Phonology. academic, literary and professional texts.
To apply thinking and reasoning skills in
language education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through Participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
June.

Module code:- Semester1:ELGN111 Semester 2: ELGN112 NQF

level:

Title: English Language Education 1A Title: English Language Education 1A

Content: The rules of Syntax, Morphology, Content: Development of critical

Semantics and Phonology and their impact in the attitudes in student-educators through
teaching of a language. the acquisition of reading, viewing and
thinking skills. Exposition to the study of
prose, short stories, novels, formal essay
and drama. Thorough grounding in the
essential literary term

Module Outcomes: To equip student-educators Module Outcomes: To give students

with basic knowledge of General Linguistics with essential language skills that will enable
special reference to Syntax, Morphology, Semantics them to critically interpret and analyze
and Phonology. academic, literary and professional texts.
To apply thinking and reasoning skills in
language education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
November.

Module code:- Semester 1: EESE211 Semester 2: EESE212 NQF

level:

Title: Economic and Management Sciences Title: Economic and Management

Sciences

Content: Content:

− Accounting equation, − Partnerships,

− Value Added Tax (VAT), − Sole trader AFS (Profit and loss,
− Salaries and wages, Income statement and Balance
− Year-end adjustments. sheet),
− GAAP principles,
− Cash transactions and Bank
reconciliations,
− Credit transactions.
Module outcomes: Module outcomes:

By the end of the module, students should be able By the end of the module, students
to: - should be equipped with: -

− demonstrate an understanding of the fields of − Demonstrate an informed

knowledge which underpin Accounting as a understanding of the key
field of study, concepts, facts, general
− access sources of knowledge in the field of principles, rules and theories of
Accounting, accounting
− Identify, evaluate and solve
routine and new problems in

163
− use characteristic language, terminology and accounting and apply solutions to
concepts of Accounting appropriately and with a variety of different problems
confidence − Communicate accounting
information reliably, accurately
and coherently to enable users of
financial information to make
sound financial decisions
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by means coursework/research which is assessed
of examination… by means of examination…

Module code:- Semester 1: ELZN211 Semester 2: ELZN212 NQF

level:

Title: IsiZulu Language Education 2A Title: IsiZulu Language Education 2B

Content: Development of listening and speaking Content: Creative writing. Dramatization

skills. Understanding of types of spoken text: of stories: play reading, script writing and
informative, persuasive, entertaining and instructive poetry reading. Responding to films
texts. Preparation for a speech delivering. without words. Discussion of books.
Understanding the essentials of Communication Understanding various types of stories:
process: message, its sender and its receiver. adventure, family, misery and historical
stories. Understanding parts of a good
story; plot, setting, characters, conflict,
mood, theme and symbolism.

Module Outcomes: To equip student-educators with Module Outcomes: To enrich student

essential skills for the identification and interpretation educators with IsiZulu Language
of spoken and written texts and speeches. Competence, communication and
thinking skills.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative assessment
through examinations in June.

Module code:- Semester1:ELGN211 Semester 2: ELGN212 NQF

level:

Title: English Language Education 2A Title: English Language Education 2B

Content: Content:

− The principles of communication in the − Introduction to literature studies.

classroom.
− Poetry
− Facilitating language learning in the classroom.
− Novels
− Developing listening to improve communicative
competence. − Short stories

− Improving the speaking skill as a means of

enhancing communicative competence.

− Critical analysis of language: propaganda,

cartoons, advertisements

Module Outcomes: To equip students with essential Module Outcomes: To provide

skills and knowledge in English Language Education students with skills and knowledge to
so that they could apply these practically to the analyze literary texts.
teaching-learning situation.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative assessment

164
 through examinations in June.

Module code:- Semester 1: EESE311 Semester 2: EESE312 NQF

level:

Title: Economic and Management Sciences Method Title: Economic and Management
- EESE311 Sciences Method - EESE312

Content: Focus of Economic and Management Content: Didactic principles of teaching

Sciences, Understanding EMS in the school and learning in the Economic and
environment, Theoretical foundations of Teaching Management Sciences, Developing and
and learning, Insights into EMS, Managing the using teaching resources in EMS, Using
curriculum, Approaches to teaching EMS: the social media as an information and
learner-centred approach and the teacher-centred computing technology tool in EMS
approach, Economic and Management Sciences classroom, Assessment in EMS
lesson planning, Questioning in teaching EMS.

Module outcomes: Module outcomes:

1. Develop and implement a year planner and 1. Identify non-electronic and
term planner for teaching EMS. electronic resources used in both
2. Integrate a learner-centred approach and low-high resource learning
teacher-centred approach into teaching the environments.
EMS curriculum 2. Explore the use of social media
3. Demonstrate knowledge and understanding of as a valuable educational web2.0
the foundations of teaching and learning in technology tool in the classroom
Economic and Management Sciences. 3. Application of taxonomies in EMS
4. Demonstrate knowledge and understanding of assessment.
relevant policies in Economic and 4. Design appropriate assessment
Management Sciences teaching and learning strategies in Economic and
5. Select and use appropriate strategies, Management Sciences.
methods and techniques in the teaching and 5. Design, select and adapt
learning of Economic and Management appropriate teaching and learning
Sciences. support materials for Economic
6. Design appropriate lesson plans in Economic and Management Sciences.
and Management Sciences taking into
account theories of teaching, learning, child
development and curriculum needs.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This modules is

means of examination……… coursework/research which is assessed
by means of examination……………

Module code:- Semester 1: ELZN311 Semester 2: ELZN312 NQF

level:

Title: IsiZulu Language Method 3A Title: IsiZulu Language Method 3B

Content: Exploration of traditional teaching methods Content: Reviewing and reading/

together with their strength and weaknesses, e.g. viewing and critical analysis of fiction
Grammar Translation Method and Audio-lingual (literacy narrative in prose or verse.
Method. Exploration of modern Communicative Interpret and implement the national
teaching methods. Analyses of CAPS. Exploration of language curriculum policies relevant
language teaching principles, techniques, style and for IsiZulu additional language
approaches (text-based, communicative and genre education. Selecting the relevant
based). Exploration of learning styles: visual, auditory, strategies, styles and approaches to
kinesthetic, tactile and aural and oral learning styles. IsiZulu additional language education.
Preparation for a speech delivery. Application of these Language learning. Critical analysis of
teaching methods in the micro- teaching laboratory. the language learning programs. IsiZulu
Design IsiZulu subject framework, work schedule and writing, design and presenting skills
lesson plans.

Module Outcomes: To empower student Module Outcomes: To expose

educators with the knowledge and skills of the students to IsiZulu Additional language
relevant methods, principles, techniques curricular knowledge, skills and values;
approaches to teaching IsiZulu as a FAL (First and the relevant methods, principles,
additional language). techniques and approaches to IsiZulu
additional language education as a
whole.

165
Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
November

Module code:- Semester1:ELGN311 Semester 2: ELGN312 NQF

level:

Title: English language Method 3A Title: English Language Method 3B

Content: Exploration of traditional methods together Content: Application of traditional

with their strength and weaknesses, e.g. Grammar methods in simulated classroom
Translation Method and Audio-lingual Method. environment. Application of modern
Exploration of modern Communicative methods. Communicative methods. Application of
Analyses of CAPS. Exploration of language teaching CAPS in simulated classroom
principles, techniques, style and approaches (text- environment. Application and integration
based, communicative and genre based). Exploration of language teaching principles,
of learning styles: visual, auditory, kinesthetic, tactile techniques, style and approaches (text-
and aural and oral learning styles. Preparation for a based, communicative and genre based).
speech delivering. Application of this method in the Intensive review of learning styles: visual,
micro- teaching laboratory. Design and present auditory, kinesthetic, tactile and aural and
English subject framework, work schedule and lesson oral learning styles. Evaluation of lessons
plans. by peers. Advanced designing of lesson
plans. Advanced designing of subject
frameworks and work schedules.

Module Outcomes: To empower student Module Outcomes: To enable the

educators with the knowledge and skills of the students to present effective lessons at
relevant methods, principles, techniques schools or micro -teaching laboratory. To
approaches to teaching English as a FAL (First enable the student’s educators to critique
additional language). their peers- lessons and their own. To
enable students to integrate various
teaching methods techniques principles
and approaches seamlessly in a lesson.
Reviewing with the designing of subject
framework, work schedule and lesson
plans.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Evaluation of the

assessment through participation in class, quality of lessons presented. Continuous
assignments, and reflective writing; Summative formative assessment through
assessment through examinations in June participation in class, assignments, and
reflective writing; Summative assessment
through examinations in June.

Module code:- Semester1:EESA411 Semester 2: EESA412 NQF

level:

Title: Accounting Education 4A – EESA411 Title: Accounting Education 4B –

EESA412

Content: Content: Financial accounting of Content: Ethics, The role of

companies: Cash Flow Statements, The framework professional bodies, Disciplinary and
for the preparation and presentation of financial punitive measures for non-compliance
statements, Analysis and interpretation of financial with the code of professional conduct.,
statements, Analysis of published financial King code lll policies, Legislation
statements, non-current assets governing companies prescribed in the
companies Act, Internal control,
Budgeting, Cost accounting and
manufacturing concerns

Module outcomes: Module outcomes:

166
1. Prepare companies final accounts with the 1. Understand the role of
application of GAAP, IFRS and Accounting professional bodies.
standards.
2. Demonstrate knowledge of
2. Introduce the accounting framework that sets disciplinary and punitive
out the concepts that underlie the preparation measures that are applied for non-
and presentation of financial statements for compliance with the code of
internal and external users. professional conduct.

3. Reaffirm the fundamental objective of financial 3. Understand the King code lll
reporting, namely to provide information. policies governing ethical
behaviour and the provisions
4. Select appropriate figures from financial relating to transparency and
statements in order to calculate ratios, accountability in the financial
evaluate the performance and position of environment.
business, draw comparisons relevant to
specified benchmarks, and make decisions 4. Demonstrate knowledge of the
about future actions. application of internal control and
internal audit processes in a
5. Demonstrate the understanding of the business environment.
limitations of the information contained in the
financial statements. 5. Understand the difference
between internal and external
6. Become aware of the crucial role of strategic auditing.
planning for a business, and the necessity of
expressing this in the form of viable financial 6. Demonstrate the understanding of
plan the limitations of budgeting
procedures
7. Apply different methods of depreciation
7. Explain the behavioural
8. Disclose non-current assets in the financial implications of budgeting.
statements
8. Integrate ethical issues, internal
control and audit processing
relating to manufacturing

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This modules is

coursework/research which is assessed by means coursework/research which is assessed
of examination… by means of examination

Module code:- Semester1:EESB411 Semester 2: EESB412 NQF

level:

Title: Business Management 4A Title: Business Management 4B

Content: The problem of productivity in South Content: Components of the marketing

Africa, the business enterprise as an object of study, process, consumer behaviour, market
The Enterprise and Business environment, segmentation, market research, public
Management of small medium enterprises, relations, aspects of financial
Management in international environment, cost management, and financial decisions.
analysis, quantitative relationships in the operating
unit, optimal size of the operating unit and
enterprise.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: -. Understanding and to hold a should be equipped with: -
discourse on Contemporary Business Management understanding and to hold a discourse
issues. Example – understanding the current on Contemporary Business
Environment where our enterprises operate under. Management issues. Example –
understanding the role of Marketing and
public relations for the Business to be
successful in its endeavours

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing. Summative participation in class, assignments, and
reflective writing. Summative

167
assessment through examination in November assessment through examination in
……………………………… November ……………………

Module code:- Semester 1: EESE411 Semester 2: EESE412 NQF

level:

Title: Human Rights Issues Title: South African Historical

Perspectives

Content: Positive and Negative Liberty and Content: The British conquest of the
examples of the human rights status quo in three people of South Africa, the Anglo-Zulu
case study countries and Anglo-Boer wars and the rise and
fall of apartheid

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with:- the skills to analyse human rights in should be equipped with:- the skills
any country and to determine the principle driving required to analyse historical events and
forces which influence both negative and positive draw conclusions based on a variety of
human rights situations text and media

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is assessed by Assessment modes: This module is

means of assessed by means of

Module code:- Semester 1: ELZN411 Semester 2: ELZN412 NQF

level: 7

Title: IsiZulu Language Education 4A Title: IsiZulu Language Education 4B

Content: Theories of language acquisition versus Content: Intensive review of simple,
theories of language learning. Exploration of the complex and compound sentences.
factors causing barriers to language learning. Analysis of idiomatic expressions and
Evaluation of approaches to materials development. A figures of speech. Application of
critical review of the role of culture in language morphology, semantics, phonology and
learning. The role of personality in language learning syntax in the teaching of IsiZulu
(self-esteem, courage, risk-taking, anxiety and language. Use of IsiZulu language in
empathy). communication.

Module Outcomes: To expose Student educators to Module Outcomes: To enrich students

the psychology of language learning. To familiarize with academic linguistic knowledge of
them with barriers to language learning and well as IsiZulu and critical analytic skills of literally
theories of language learning. To equip student texts in education. To review intensively
educators with material development skills. the linguistic patterns, principles and
Exploration of the importance of culture in language structures underpinning the IsiZulu
learning. language

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the quality of Assessment modes: Evaluation of the

lessons presented. Continuous formative assessment quality of lessons presented. Continuous
through participation in class, assignments, and formative assessment through
reflective writing; Summative assessment through participation in class, assignments, and
examinations in June. reflective writing; Summative assessment
through examinations in June.

Module code:- Semester 1: ELGN411 Semester 2: ELGN412 NQF

level:

Title: English Language Education 4A Title: English Language Education 4B

Content: Theories of language acquisition versus Content: Intensive review of simple,
theories of language learning. Exploration of the complex and compound sentences.
factors causing barriers to language learning. Analysis of idiomatic expressions and
Evaluation of approaches to materials development. A figures of speech. Application of
critical review of the role of culture in language morphology, semantics, phonology and
learning. The role of personality in language learning syntax in the teaching of English
(self-esteem, courage, risk-taking, anxiety and language. Use of English language in

168
empathy). communication.

Module Outcomes: To expose Student educators to Module Outcomes: To enrich students

the psychology of language learning. To familiarize with academic linguistic knowledge of
them with barriers to language learning and well as English and critical analytic skills of
theories of language learning. To equip student literally texts in education. To review
educators with material development skills. intensively the linguistic patterns,
Exploration of the importance of culture in language principles and structures underpinning
learning. the English language.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the quality of Assessment modes: Evaluation of the

lessons presented. Continuous formative assessment quality of lessons presented. Continuous
through participation in class, assignments, and formative assessment through
reflective writing; Summative assessment through participation in class, assignments, and
examinations in June reflective writing; Summative assessment
through examinations in June.

169
FED.2.6.2. EMS and Life Orientation - EBDIS2
FED.2.6.2.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES

Bachelor of Education: Intermediate and Senior – EMS and Life Orientation

Module Descriptive name Credits NQFL Pre/Co requisite

code

ELLL111 Academic Literacy 1A (Language) 08 5 NONE

EFIT111 Ideologies and trends in Education 08 6 NONE

ESML111 Mathematical Literacy 1A 08 5 NONE

EPIP111 Life Orientation: Introduction to 16 6 NONE

Psychology 1A

EESE111 Economic and Management Sciences 16 6 NONE

1A

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

ESML112 Mathematical Literacy 1B 08 5 NONE

EPIP112 Life Orientation: Introduction to 16 6 NONE

Psychology 1B

EESE112 Economic and Management Sciences 16 6 NONE

1B

EPDL211 Human Development and Learning 08 6 NONE

EPPM21 Life Orientation – Physical & Motor 16 6 EPIP111

1 Development

EESE211 Economic and Management Sciences 16 6 NONE

2A

ECTL212 Teaching and Learning Strategies 08 6 NONE

EPHE212 Life Orientation – Health Education 16 6 EPIP112

EESE212 Economics and Management Science 16 6 NONE

2B

EALM311 School Leadership & Management 08 7 NONE

ECAE311 Assessment in Education 08 7 NONE

EPLO311 Life Orientation Method 3A 12 7 EPIP111

EESE311 Economic and Management Sciences 12 7 EESE111

Method 3A

EDSE312 Society, Educational Law & School 08 7 NONE

Governance

EFMS312 Comparative Education 08 7 NONE

EPLO312 Life Orientation Method 3B 12 7 EPIP112

EESE312 Economic and Management Sciences 12 7 EESE111

Method 3B

EPIE411 Inclusive Education Studies 08 7 NONE

170
ECTP411 Theory and Practice of Curriculum 16 7 NONE
Development

EPSP411 Life Orientation: Personal and Social 12 7 NONE

Development

EPEC411 Life Orientation: Civic Education 12 7 NONE

EESA411 Accounting 4A 12 7 EESE211

EESB411 Business Management 4A 12 7 EESE211

EESE411 Economics 4A 12 7 EESE211

EAMS41 Management of School Systems & 08 7 NONE

2 Extra-curricular Activities

EPRE412 Introduction to Research in Education 08 7 NONE

EPEC412 Life Orientation: Career Guidance 12 7 EPHE212

EPCE412 Life Orientation: Citizenship 12 7 EPHE212

Education

EESA412 Accounting 4B 12 7 EPHE212

EESB412 Business Management 4B 12 7 EESE212

EESE412 Economics 4B 12 7 EESE211

ETSE100 School Experience 1 16 7 NONE

ETSE200 School Experience 1 32 7 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

171
FED.2.6.2.2. Qualification Name: Bachelor of Education: Intermediate and Senior (EMS and Life Orientation). Qualification Code: EBDIS2

First semester First semester First semester First semester

Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module Core/ Cr
code
Ancillary/ Ancillary/ Ancillary/ Ancillary/
ELLL111 C
Elective 08 EPDL211 ElectivesC 08 EALM311 Elective C 08 EPIE411 ElectivesC 08
EFIT111 C 08 EPPM211 C 16 ECAE311 C 08 ECTP411 C 16
ESML111 C 08 EESE211 C 16 EPLO311 C 16 EPSP411 C 12
EPIP111 C 16 EESE311 C 16 EPEC411 C 12
EESE111 C 16 Choose any of the following:-
EESA411 E 12
EESB411 E 12
EESE411 E 12
Total 1st 56 Total 1st 40 Total 1st 48 Total 1st 60
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second Second Second Second
semester semester semester semester
ESCL112 C 08 ECTL212 C 08 EDSE312 C 08 EAMS412 C 08
EPHA112 C 08 EPHE212 C 16 EFMS312 C 08 EPRE412 C 08
ESML112 C 08 EESE212 C 16 EPLO312 C 12 EPEC412 C 12
EPIP112 C 16 EESE312 C 12 EPCE412 C 12
EESE112 C 16 Choose any of the following:-
EESA412 E 12
EESB412 E 12
EESE412 E 12
Total 2nd 56 Total 2nd 40 Total 2nd 40 Total 2nd 52
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 C 16 ESTE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module 32
credits year
Total 128 credits year
Total 11 credits year
Total 120 credits year
Total 144
level 1 level 2 2 level 3 level 4
Total credits 504
for the
curriculum

172
FED.2.6.2.3. MODULE CONTENT AND OUTCOMES FOR EBDIS2
INTERMIDIATE AND SENIOR PHASE (EMS AND LIFE ORIENTATION) – SEMESTER
COURSES

Module Semester 1: ELZN111 NQF Semester 2: ELZN112 NQF

code:- level: level:

Title: : IsiZulu Language Education 1A Title: IsiZulu Language Education

1A

Content: The rules of Syntax, Morphology, Content: Development of critical

Semantics and Phonology and their impact in attitudes in student-educators through
the teaching of a language. the acquisition of reading, viewing and
thinking skills. Exposition to the study
of prose, short stories, novels, formal
essay and drama. Thorough
grounding in the essential literary term

Module outcomes: To equip student- Module outcomes: To give students

educators with basic knowledge of General essential language skills that will
Linguistics with special reference to Syntax, enable them to critically interpret and
Morphology, Semantics and Phonology analyze academic, literary and
professional texts. To apply thinking
and reasoning skills in language
education.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ELGN111 NQF Semester 2: ELGN112 NQF

code:- level: level:

Title: English Language Education 1A Title: English Language Education

1A

Content: The rules of Syntax, Morphology, Content: Development of critical

Semantics and Phonology and their impact in attitudes in student-educators through
the teaching of a language. the acquisition of reading, viewing and
thinking skills. Exposition to the study
of prose, short stories, novels, formal
essay and drama. Thorough
grounding in the essential literary term

Module outcomes: To equip student- Module outcomes:

educators with basic knowledge of General
Linguistics with special reference to Syntax, To give students essential language
Morphology, Semantics and Phonology skills that will enable them to critically
interpret and analyze academic,
literary and professional texts. To
apply thinking and reasoning skills in
language education.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

173
Module Semester 1: EESE111 NQF Semester 2: EESE112 NQF
code:- level: level:

Title: Economic and Management Sciences 1A Title: Economic and Management

(Economics) Sciences 1B (Business Management)

Content: The Economic and Management Content: Introduction to general

Sciences field of study. The economic systems. management. Planning in
The market. Price elasticity. Consumer management. oranizing in
equilibrium. Production management. leading in
management. control in management.
selection and development of product
mix

Module outcomes: Module outcomes:

To introduce student teachers to the basic This module is to help you as a first
economic phenomena and the appropriate year student teacher to gain
terminology used in the field of commerce. understanding of Basic Introduction to
Business Management Principles and
appropriate terminology used in the
field of commerce. Enhance
competencies in the student teacher
to hold a discourse on contemporary
General Business Management
principles

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: EESG111 NQF Semester 2: ESAT412 NQF

code:- level: level:

Title: Introduction to Geography Title: Technology Education

(Advanced Technology)

Content: Content: Mechanical, civil, electrical

and perspective drawing, computer
− The nature and scope of Social Sciences aided design.
− •Representation of the earth on maps
and map use
− •Population growth and economic
development
− •The concept of development and
sustainability
− •Sustainable development as
geographical concept
− •Impact of development and
conservation
− •Global environmental problems
− •Geographical techniques (analysis and
interpretation of maps, photograph and
statistics)
Module outcomes: To introduce students to Module outcomes: To enhance
the relationship between people, and between students understanding and
people and environment. It also equips application of complex mechanical,
students with basic insight underlying scientific civil and electrical engineering,
principles and process of the world. graphics and design as necessary for
the complexion of technological
process.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of examination……

174
Module Semester 1: EPIP111 NQF Semester 2: EPIP112 NQF
code:- level: level:

Title: : Life Orientation: Introduction to Title: Life Orientation: Introduction to

Psychology 1A Psychology 1B

Content: Integration of theory and practice of Content: Reflection and integration of

the following study units: introduction and the theory and practice on the
background to psychology; psychological following study units: motivation and
research; neuroscience and behaviour; emotion; sexuality and gender;
sensation and perception; states of
consciousness; learning; memory; intelligence To introduce students to various
and cognition and language. aspects of the psychological
development of children and
adolescents so as to promote
responsible management of
psychological and emotional
problems in schools in general and in
classrooms in particular.

Module outcomes: To facilitate awareness, Module outcomes: To introduce

understanding, meaningful use and integration students to various aspects of the
of key concepts in psychology; encourage psychological development of
students to think creatively, logically and children and adolescents so as to
laterally about the importance of psychology in promote responsible management of
society, school and classroom. In particular psychological and emotional
students are expected to trace and see the problems in schools in general and in
relevance of reviewed concepts in relation to classrooms in particular.
the needs of learners as both individuals and
groups within the same classroom.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESML111 NQF Semester 2: ESML112 NQF

code:- level: level:

Title: : Mathematical Literacy 1A Title: Mathematical Literacy 2B

Content: Fractions, decimals, percentages, Content: Fractions, decimals,

positive exponents and roots, associative, percentages, positive exponents and
commutative and distributive laws, the roots, associative, commutative and
concepts of rate, ratio, direct proportion and distributive laws, the concepts of rate,
inverse proportion, simple formulae ratio, direct proportion and inverse
proportion, simple formulae

Module outcomes: To develop in students the Module outcomes: To develop in

basic mathematical literacy competencies with students the basic mathematical
a view to helping the students use such literacy competencies with a view to
competencies in contexts encountered in other helping the students use such
disciplines. competencies in contexts
encountered in other disciplines.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESPC111 NQF Semester 2: ESCR412 NQF

code:- level: level:

Title: Natural Science and Technology Title: Physical Science Education 4B

(Physical and Chemical Properties of Matter

175
Content: Matter and materials. Chemical Content: The Historical Development
reactions. Chemical bonding. Properties of of the Atomic Model, Atomic
materials Structure, Periodic Table, Periodicity
of the Periodic Table, Wave Nature of
Light, Quantum Mechanics and
Atomic Orbitals, Chemical Bonding,
Molecular Geometry and Bonding
Theories, Organic Chemistry.

Module outcomes: To develop students’ Module outcomes: To develop

understanding of chemical and physical critical reasoning and problem solving
properties of matter and how materials with skills through the application of
these properties can be processed into chemical concepts and proficiency in
products. the laboratory in manipulative,
planning, data processing and data
communication skills.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: Continuous

assessed by means of examination…… formative assessment through
participation in class, assignments
(academic and professional) and
presentations, summative
assessment through examinations in
November

Module Semester 1: ESPS111 NQF Semester 2: ESMM412 NQF

code:- level: level:

Title: Natural Science and Technology Title: Mathematics ( Financial

(Process Skills, Technology and Society) Mathematics)

Content: Process skills: Measurements, Content: To develop students’

observations; etc. exponential notation, understanding of financial
precision and accuracy, significant figures. mathematics.
Writing of scientific reports. Defining concepts
of technology and technology education within
the national curriculum. Understanding the
technological process and sub processes
(design process). The interdisciplinary nature of
technology

Module outcomes: To develop students’ Module outcomes: To develop

understanding a range of process skills that are students’ understanding of financial
necessary for engaging in the process of mathematics.
science knowledge construction and to develop
the students’ understanding of technology as
process and product, and to appreciate the role
and value of technology for society.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of

Module Semester 1: ELZN211 NQF Semester 2: ELZN212 NQF

code:- level: level:

Title: IsiZulu Language Education 2A Title: IsiZulu Language Education 2B

Content: Development of listening and Content: Creative writing.

speaking skills. Understanding of types of Dramatization of stories: play reading,
spoken text: informative, persuasive, script writing and poetry reading.
entertaining and instructive texts. Preparation Responding to films without words.
for a speech delivering. Understanding the Discussion of books. Understanding
essentials of Communication process: various types of stories:
message, its sender and its receiver. adventure, family, misery and
historical stories. Understanding parts

176
 of a good story; plot, setting,
characters, conflict, mood, theme and
symbolism

Module outcomes: To equip student- Module outcomes: To enrich student

educators with essential skills for the educators with IsiZulu Language
identification and interpretation of spoken and Competence, communication and
written texts and speeches. thinking skills

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of

Module Semester 1: ELGN211 NQF Semester 2: ELGN212 NQF

code:- level: level:

Title: English Language Education 2A Title: English Language Education

2B

Content: Content:

− The principles of communication in the − Introduction to literature

classroom. studies.

− Facilitating language learning in the − Poetry

classroom.
− Novels
− Developing listening to improve
communicative competence. − Short stories

− Improving the speaking skill as a means

of enhancing communicative
competence.

− Critical analysis of language:

propaganda.

− Cartoons.

− Advertisements

Module outcomes: To equip students with Module outcomes: To provide

essential skills and knowledge in English students with skills and knowledge to
Language Education so that they could apply analyze literary texts.
these practically to the teaching-learning
situation.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by means of

Module Semester 1: EESH211 NQF Semester 2: ESBP412 NQF

code:- level: level:

Title: Development of Political Institutions Title:

Content: Content:

− Orientation to module
− Significant institutions within society
− The Greek and Roman Political
Experience
− The early Stone and Iron Age societies in
Southern Africa
− Transition to Modern Age
− Political Categories
− Modern Political Developments
− Political developments in South Africa

177
Module outcomes: To equip students with Module outcomes:
knowledge and analytical skills required in the
study of the Development of Political
Institutions. To introduce students to a variety
of Political Institutions and their role in the
development of communities and societies.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of

Module Semester 1: EESE211 NQF Semester 2: EESE212 NQF

code:- level: level:

Title: Economic and Management Title: Economic and Management

Sciences 2A (Economics) Sciences 2B (Accounting)

Content: Content:
1. Accounting equation 1. Partnership
2. Sole trader AFS (Profit and loss,
2. Value Added Tax (VAT) Income statement and Balance
sheet)
3. Salaries and wages
3. GAAP principles
4. Non-current Assets 4. Cash transactions and Bank
reconciliation
5. Year-end adjustments 5. Credit transactions
Module outcomes: Module outcomes:

This module will prepare learners to be well- This module will prepare learners to
grounded in the knowledge, skills, values, be well-grounded in the knowledge,
principles, methods and procedures relevant to skills, values, principles, methods
the discipline, subject learning area, phase of and procedures relevant to the
study, professional or occupational practice. discipline, subject learning area,
The module will, among other things, ground phase of study, professional or
participants in reflecting on different occupational practice. The module
approaches to teaching and learning. The will, among other things, ground
participants will have an understanding of the participants in reflecting on different
knowledge appropriate to the specialization. approaches to teaching and learning.
The participants will have an
understanding of the knowledge
appropriate to the specialization.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of examination…

Module Semester 1: EPPM211 NQF Semester 2: ESPG412 NQF

code:- level: level:

Title: Life Orientation: Physical and Motor Title: Life Sciences Education
Development

Content: Forms of motion; linear and angular Content: To develop specialist skills
kinetics; fluid mechanics, movement analysis. and competences relevant to the
Aspects concerning physical activities for teaching, learning and assessment of
persons with motor/physical deficiencies and/or technology education in the GET
disabilities. Classification, characteristics, Band.
movement needs and injury prevention of
prevalent disorders/disabilities.

Module outcomes: The aim of this module is Module outcomes: Continuous

to give learners the necessary grounding for the formative assessment- test,
further study of kinesiology and sport bio assignments, class presentation;
mechanism. This is also the study of the summative assessment through
following systems in the body with specific examinations in November.
attention to their function during activity: An

178
introduction to selected movement disorders
and conditions affecting the human body and
their implications to human movement.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of examination……

Module Semester 1: ESMT211 NQF Semester 2: ESMT212 NQF

code:- level: level:

Title: Mathematics 2A (Set, theory and Title: Mathematics 2B (Vector,

functions) Algebra and Matrices)

Content: Number system and exercises, sets Content: Instructional methods

and subsets, Algebra of sets, Assignment on include lectures, group discussions,
history of Venn diagrams Cartesian product of independent learning and
sets, Denumerable sets, Set theory introduction research/study projects
Relations Functions.

Module outcomes: To broaden pre-service Module outcomes: To develop

teachers, knowledge on the theory of sets. This students understanding of matrices
module emphasizes the mathematical theory of and vectors algebra.
sets. This entails formal methods of proof and
applied problem solving techniques related to Solving systems of equations,
sets. matrices, Crammer’s rule, vectors in
2D and 3D.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESTE211 NQF Semester 2: EESA432 NQF

code:- level: level:

Title: Natural Science and Technology (Earth Title: Accounting Education 4B

and Chemical Processes

Content: Concepts of a mole, acids Bases and Content:

Buffers, Earth and beyond, Ecosystem, Human
populations, Water cycle, Carbon cycle and − Non-profit organisations
Nitrogen cycle. − Incomplete records
− Non-current assets
− Manufacturing concerns
− Budgeting
− Inventory Systems
Module outcomes: To develop students’ Module outcomes: To enhance the
understanding of chemical processes and the ability to systematically record and
earth as a set of related systems. process financial information in
appropriate books of accounts among
student teachers of the Economic and
Management Sciences

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of

Module Semester 1: ESEE211 NQF Semester 2: ESEC412 NQF

code:- level: level:

Title: Natural Science and Technology Title: Technology (Electronic

(Energy and Energy Transfers) Circuits, components and sensors)

Content: Temperature of the Zeroth law of Content: Control circuits and devices,
thermodynamics, Heat, the kinetic theory of logic controls, rectification, circuit
gases, molecular model of an ideal gas,
179
interpretation of temperature, energy flow and design, circuit construction and
energy conservation, nuclear coal-fired, solar, soldering, circuit testing
wind, wave, geo-thermal.

Module outcomes: To develop students’ Module outcomes: To enhance

understanding of energy transfer in chemical, students in understanding of complex
physical, biological processes and electronic circuits, components and
technological systems. sensors and gain practical skills in
designing and making of electronic
circuits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of

Module Semester 1: ESIT411 NQF Semester 2: ESEM212 NQF

code:- level: level:

Title: Technology(ICT Technologies) Title: Natural Science and

Technology

Content: Computer fundamentals, Microsoft Content: Electricity and magnetism,

and internet. circuit concepts and components,
control devices, output devices,
control logic and rectification.

Module outcomes: To develop students’ Module outcomes: To develop

knowledge, understanding and skills of the role students’ understanding of electrical
of ICT in technology education and to apply and magnetic properties of matter and
these skills in the facilitation of technology practical application of electrical
education for the GET Band. circuits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: This module is

assessed by means of
examination……

Module Semester 1: ESAE411 NQF Semester 2: ESWS212 NQF

code:- level: level:

Title: Physical Science Education (Advanced Title: Natural Science and

Electronics) Technology (Waves, Sound and
Light)

Content: Fluid mechanics analogy electronics, Content: Waves, sound and light;
digital electronics geometrical optics, spectacles/lenses,
response and coordination, Senses
and nervous systems, hormones

Module outcomes: To develop students Module outcomes: To develop

understanding of advanced physics and students’ understanding of waves,
electronic concepts sound and light and their contribution
to life and technological
advancement.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: This module is

assessed by means of
examination……

Module Semester 1: EESE311 NQF Semester 2: EESE312 NQF

code:- level: level:

Title: Economic and Management Sciences Title: : Economic and Management

Method 3A Sciences Method

180
Content: Accounting Learning Programme Content: Didactic Principles/
Development. Accounting Lesson Planning. Principles of Teaching and Learning in
Teaching of the Analysis and recording of the Economic and Management
business transactions. Teaching of Trial Sciences. Evaluation/ Assessment in
Balance. Teaching of Closing Entries. Teaching Economic and Business
of Special Journals. Teaching of Depreciation. Management. Specific Teaching
Teaching Accruals (and reversing entries). Methods for Economic and Business
Testing and evaluating in Accounting. Management. Use of Teaching Aids/
Learning and Teaching Support
Materials. Questioning during the
Lesson.

Module outcomes: This module will prepare Module outcomes: This module will
learners to develop competencies to effectively prepare learners to develop
teach accounting and be well-grounded in the competencies to effectively teach
knowledge, skills, values, principles, methods accounting and be well-grounded in
and procedures relevant to the discipline, the knowledge, skills, values,
subject learning area, phase of study, principles, methods and procedures
professional or occupational practice. The relevant to the discipline, subject
module will, among other things, ground learning area, phase of study,
participants in reflecting on different professional or occupational practice.
approaches to teaching and learning. The The module will, among other things,
participants will have an understanding of the ground participants in reflecting on
knowledge appropriate to the specialization. different approaches to teaching and
learning. The participants will have an
understanding of the knowledge
appropriate to the specialization.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: EPLO311 NQF Semester 2: EPLO312 NQF

code:- level: level:

Title: Method of Life Orientation Title: Method of Life Orientation

Content: Introduction to professional studies; Content: Reflection on the role of the

the learner in the classroom; principles of good school community, stress and conflict
teaching practice; classroom management, management, leadership and team
organization and discipline, lesson planning; work, the principles of good teaching,
teaching strategies. classroom management, organization
and discipline and lesson planning in
relation to their school experience;
and parental involvement. To modify
both instructional and assessment
strategies to accommodate learners
with special needs.

Module outcomes: To introduce students to Module outcomes: To build and

the general teaching strategies and principles reflect on teaching and learning
that promote the development of authentic strategies used in South African
learning environments through the creation of classrooms in order to deepen the
effective classroom management and students’ understanding of the link
organizational practices between theory and practice. To
explore the issues of special
education in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESMT311 NQF Semester 2: ESMT312 NQF

code:- level: level:

181
Title: Mathematics Method Title: Mathematics Method

Content: Mathematics: definitions, purpose Content: Generics of teaching,

and scope, planning for mathematics lesson, classroom practice, Strategies for
types of assessment in mathematics teaching Mathematics, Knowledge for
Teaching Mathematics and Designing
Learning Programmes for
Mathematics

Module outcomes: To demonstrate the Module outcomes: To be able to

understanding of the fields of knowledge which select and use appropriate teaching
underpin Mathematics and learning strategies and apply a
variety of these with emphasis on
multi step and non-routine problems.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESMN311 NQF Semester 2: ESMN312 NQF

code:- level: level:

Title: Senior Phase Natural Science Method Title: Senior Phase Natural Science
Method

Content: Teaching skills in the Life Sciences, Content: Forms of assessment:

Managing Life Science classrooms and baseline, diagnostic, formative, and
laboratory, field work and environmental summative.
education, policy documents, learning theories,
planning and lesson presentation.

Module outcomes: To equip students’ with Module outcomes: To develop a

knowledge and skills needed to effectively competent educator in assessment
facilitate at Intermediate and Senior Phase practices in the Intermediate and
levels. Senior Phase classes.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: ESTM311 NQF Semester 2: ESTM312 NQF

code:- level: level:

Title: Technology Method Title: Technology Method

(Intermediate Phase)

Content: Understanding policy documents, Content: Teaching technology:

instructional approaches (behaviourism and projects and case studies;
constructivism), planning for teaching assessment.
technology and relationship between science
and technology.

Module outcomes: To prepare prospective Module outcomes: To develop

technology education teachers to become specialist skills and competences
competent in teaching methods of technology. relevant to the teaching, learning and
assessment of technology education
in the GET Band.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

182
Module Semester 1: EEMS311 NQF Semester 2: EEMS312 NQF
code:- level: level:

Title: Method of Social Sciences Title: Method of Social Sciences

Content: Content:

− Teaching skills in Social Sciences − Geography teaching and

− Managing the Social Sciences classroom learning approaches
and able to conduct practical’s − Content breakdown for
− The relationship between the three stage Geography in schools
of planning when developing Learning − Assessment in Geography
Programmes; − Subject Development
− Teaching and learning strategies, − Role of Geography in the new
methods and techniques; South Africa
− Teaching and learning resources;
− Effective lessons and activities to ensure
learners participation;
− Designing and presenting Social
Sciences lessons;
− Professional facilitation of Social
Sciences (Geography section)
Module outcomes: The aim of this module is Module outcomes: The aim of this
to equip students with practical skills in teaching module is to equip students with
and knowledge to teach effectively in Social practical skills in teaching and
Sciences knowledge to teach effectively in
Social Sciences.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1:EESS411 NQF Semester 2: ELZN312 NQF

code:- level: level:

Title: Human Rights Issues Title: IsiZulu Language Method 3B

Content: Content: Reviewing and reading/

viewing and critical analysis of fiction
− Universal declaration of human rights (literacy narrative in prose or verse.
− Human rights issues in south Africa Interpret and implement the national
− Global human rights issues language curriculum policies relevant
− Historical issues in the south African for IsiZulu additional language
education. Selecting the relevant
strategies, styles and approaches to
IsiZulu additional language education.
Language learning. Critical analysis of
the language learning programs.
IsiZulu writing, design and presenting
skills

Module outcomes: This module is designed Module outcomes:

for student educators to enable them:
To expose students to IsiZulu
− To understand the challenges of Human Additional language curricular
Rights Issues internationally and locally knowledge, skills and values; and the
− To demonstrate understanding of the relevant methods, principles,
skills and competencies required for techniques and approaches to IsiZulu
successful teaching of history in additional language education as a
intermediate and senior phase whole.
− To increase content knowledge of
General and South African history.
Method of delivery: Full Time Method of delivery: Full Time

183
Assessment modes: Assessment modes: This module is
assessed by means of
examination……

Module Semester 1:ESBS411 NQF Semester 2:ELGN312 NQF

code:- level: level:

Title: Life Sciences (Biological Systems) Title: English Language Method 3B

Content: Cell structure and function, digestion, Content: Application of traditional

respiration, circulation, excretion, reproductive methods in simulated classroom
system, skeletal system. environment. Application of modern
Communicative methods. Application
of CAPS in simulated classroom
environment. Application and
integration of language teaching
principles, techniques, style and
approaches (text-based,
communicative and genre based).
Intensive review of learning styles:
visual, auditory, kinaesthetic, tactile
and aural and oral learning styles.
Evaluation of lessons by peers.
Advanced designing of lesson plans.
Advanced designing of subject
frameworks and work schedules

Module outcomes: To develop students Module outcomes: To enable the

understanding of how the human body students to present effective lessons
functions and how life choices impact on health at schools or micro -teaching
and sustainable living. laboratory. To enable the student’s
educators to critique their peers-
lessons and their own. To enable
students to integrate various teaching
methods techniques principles and
approaches seamlessly in a lesson.
Reviewing with the designing of
subject framework, work schedule
and lesson plans

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:ELZN411 NQF Semester 2:ELZN412 NQF

code:- level: 7 level: 7

Title: IsiZulu Language Education 4A Title: IsiZulu Language Education 4B

Content: Theories of language acquisition Content: Intensive review of simple,

versus theories of language learning. complex and compound sentences.
Exploration of the factors causing barriers to Analysis of idiomatic expressions and
language learning. Evaluation of approaches to figures of speech. Application of
materials development. A critical review of the morphology, semantics, phonology
role of culture in language learning. The role of and syntax in the teaching of IsiZulu
personality in language learning (self-esteem, language. Use of IsiZulu language in
courage, risk-taking, anxiety and empathy). communication

Module outcomes: To expose Student Module outcomes: To enrich

educators to the psychology of language students with academic linguistic
learning. To familiarize them with barriers to knowledge of IsiZulu and critical
language learning and well as theories of analytic skills of literally texts in
language learning. To equip student educators education. To review intensively the
with material development skills. Exploration of linguistic patterns, principles and
the importance of culture in language learning structures underpinning the IsiZulu
language

Method of delivery: Full Time Method of delivery: Full Time

184
Assessment modes: Assessment modes:

Module Semester 1:ELGN411 NQF Semester 2:ELGN412 NQF

code:- level: level:
7 7

Title: English Language Education 4A Title: English Language Education

4B

Content: Theories of language acquisition Content: Intensive review of simple,

versus theories of language learning. complex and compound sentences.
Exploration of the factors causing barriers to Analysis of idiomatic expressions and
language learning. Evaluation of approaches to figures of speech. Application of
materials development. A critical review of the morphology, semantics, phonology
role of culture in language learning. The role of and syntax in the teaching of English
personality in language learning (self-esteem, language. Use of English language in
courage, risk-taking, anxiety and empathy). communication.

Module outcomes: To expose Student Module outcomes: To enrich

educators to the psychology of language students with academic linguistic
learning. To familiarize them with barriers to knowledge of English and critical
language learning and well as theories of analytic skills of literally texts in
language learning. To equip student educators education. To review intensively the
with material development skills. Exploration of linguistic patterns, principles and
the importance of culture in language learning. structures underpinning the English
language.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESA411 NQF Semester 2:EESA412 NQF

code:- level: level:

Title: Accounting Education 4A Title: Accounting Education 4B

1. Content: Analysis and Content: Ratio analysis: current ratio;

interpretation of financial acid-test ratio, profitable ratio,
statements and notes leverage ratio. Partnerships: current
2. GAAP principles accounts; profit sharing ratio;
3. Companies –Cash flow statement appropriation accounts; financial
statements. Companies: company as
a form of enterprise; shares and
shareholders; share capital:
authorized share capital, issued share
capital, share values (par and non-par
value shares), recording share
transactions. Tax on companies:
recording provisional tax; provisional
tax payments. The financial
statements: income statement;
balance sheet, notes to financial
statement, objective of annual
financial statements.

Module outcomes: To enhance the ability to Module outcomes: To enhance the

systematically record and process financial ability to systematically record and
information in appropriate books of accounts process financial information in
among student teachers of the Economic and appropriate books of accounts among
Management Sciences. student teachers of the Economic and
Management Sciences.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESB411 NQF Semester 2:EESB412 NQF

code:- level: level:

185
Title: Business Management 4A Title: Business Management 4B

Content: Content: The problem of Productivity

in South Africa. The Business
The problem of Productivity in South Africa. The Enterprise as an Object of Study. The
Business Enterprise as an Object of Study. The Enterprise and Business
Enterprise and Business Environment. Environment. Management of Small
Management of Small and Medium-sized and Medium-sized Enterprises
Enterprises (SMEs). Management in the (SMEs). Management in the
International Environment. Cost Analysis. International Environment. Cost
Quantitative Relationships in the Operating Unit Analysis. Quantitative Relationships
in the Operating Unit. Optimal Size of
Optimal Size of the Operating Unit and
the Operating Unit and Enterprise
Enterpris

Module outcomes: This module will prepare Module outcomes:

learners to develop competencies to effectively
teach accounting and be well-grounded in the This module will prepare learners to
knowledge, skills, values, principles, methods develop competencies to effectively
and procedures relevant to the discipline, teach accounting and be well-
subject learning area, phase of study, grounded in the knowledge, skills,
professional or occupational practice. The values, principles, methods and
module will, among other things, ground procedures relevant to the discipline,
participants in reflecting on different subject learning area, phase of study,
approaches to teaching and learning. The professional or occupational practice.
participants will have an understanding of the The module will, among other things,
knowledge appropriate to the specialization. ground participants in reflecting on
different approaches to teaching and
learning. The participants will have an
understanding of the knowledge
appropriate to the specialization.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESC411 NQF Semester 2:EESC412 NQF

code:- level: level:

Title: Climatology Title: Geomorphology

Content: Climatology Content: Geomorphology

− General atmospheric circulation. − Material of the earth’s crust

− The lithosphere and plate
− Clouds and clouds formation; tectonics
− Introduction: the significance of
− Thermodynamics;
understanding soils
− Atmospheric energy balance; − Soil Resources:
✓ Soil formation,
− The general circulation of the southern
hemisphere; ✓ Soil properties,

− Atmospheric circulation and weather ✓ Soil processes,

over Southern Africa; ✓ Soil classification,
− Large weather-producing processes and ✓ South African Soils,
systems;
✓ Soil erosion,
− Weather systems producing wet and dry
spells; ✓ Soil conservation

− Weather forecasting in Southern Africa.

Module outcomes: To introduce students to Module outcomes: To equip

the atmospheric circulation of the southern students with competencies of
hemisphere particularly in Southern Africa. It understanding the interrelationships
offers a critical way of thinking about between human and their natural
environment. It offers a critical way of
thinking about atmospheric

186
atmospheric processes, seasonal processes, geomorphology and
characteristics and weather forecasting. hydrological processes.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESE411 NQF Semester 2:EESE412 NQF

code:- level: level:

Title: Economics Education 4A Title: Economics Education 4B

Content: Content: International Trade:

Reasons for Interpretation Trade;
1. Perfect competition. supply side analysis; demand side
analysis; integration of demand and
− Demand for the product.
supply. International payments:
− Supply curve of the firm. Exchange rates; exchange rates
system; development of financial
− Long term equilibrium of the firm. system and financial rand; balance of
payments. Protection: Arguments f or
− Impact of changes in the scale of protection; tariffs and tariffs system;
production. general agreement on tariffs and
trade. International economic
2. Monetary Policy integration: theory of customs union,
market expansion, scale benefits and
− Objectives of Monetary Policy.
competition savings, investment and
− Monetary Policy Instruments. risks; labour, natural resources and
entrepreneurship; regional economic
− Money Supply targets. integration. International Trade Policy:
importance of International Trade
− The problems with the Policy. Policy; the General Agreement on
Tariffs and Trade; South African
3. Demand for and Supply of Money. Trade Policy; reform of International
Trade Policy
− Demand for Money.

− Supply of Money.

− Equilibrium in the Money market.

4. Financial institutions.

− South African Reserve Bank.

− Commercial Banks.

− Land and Agricultural Bank.

− Industrial Development Corporation

(IDC).

− Small Bank Development

Corporation(SBDC)

5. Fiscal Policy.

− Fiscal Policy as a concept.

− Fiscal Policy Instruments.

− Co-coordinating Fiscal and

Monetary Policies

Module outcomes: To equip students with Module outcomes: To enhance

knowledge and skills to address the role of students’ understanding of theory and
education in Economics. To equip students with practical interplay of Economic
skills of engaging critically with economic phenomena in the subfield of
policies and principles International Trade.

Method of delivery: Full Time Method of delivery: Full Time

187
Assessment modes: Assessment modes:

Module Semester 1:EPEC411 NQF Semester 2:EPEC412 NQF

code:- level: level:

Title: Life Orientation Civic Education Title: Life Orientation Career

Guidance

Content: Civic Education, Components of Civic Content: Introduction to the global

Education, Aspects of democracy, the economy; theories of career
Constitution, Rights and responsibilities of development; value-based
citizens. Creating a human rights culture, multicultural approach to career
Protecting humans rights, Civic education in counselling and advocacy; career
schools. development for learners with special
needs; assessment in career
counselling; using information to
facilitate career development;
preparing for work

Module outcomes: To equip students with Module outcomes: To introduce

civic knowledge, skills and dispositions in order students to the fields of career
to be responsible citizens who participate fully information, career education, and
in a democratic society. To assist students to career counselling so as to ensure the
understand the Constitution that represents the establishment of various types of
interests and needs of all South Africans. effective educational strategies
dedicated to the study of careers. To
ensure the relevance of the career
educator in the school.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:ESPB411 NQF Semester 2: ESPB412 NQF

code:- level: level:

Title: Life Sciences Education Title: Life Sciences (Cellular

processes and introduction to
genetics)

Content: The structure and replication of DNA, Content: To enhance the students
function of RNA, protein synthesis, theory of understanding of the cellular
evolution, biotechnology and genetic composition of tissues of plants and
engineering. appreciate structural adaptation seen
in roots, stems, leaves and fruits.

Module outcomes: To equip students with Module outcomes: Continuous

practical skills needed to facilitate effectively in formative assessment through
the life science classes participation in class, assignments
(academic and professional) and
presentations, summative
assessment through examinations in
November

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:ESMT411 NQF Semester 2:ESMT412 NQF

code:- level: level:

Title: Mathematics Calculus (Differentiation) Title: Mathematics

Calculus(Integration)

Content: Cell structure and function, digestion, Content: To demonstrate

respiration, circulation, excretion, reproductive understanding of integration and
system, skeletal system. transcendental function.

Module outcomes: To develop students Module outcomes: Continuous

understanding of how the human body formative assessment through
188
functions and how life choices impact on health participation in class, assignments
and sustainable living (academic and professional) and
presentations, summative
assessment through examinations in
November

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESH411 NQF Semester 2:EESH412 NQF

code:- level: level:

Title: the Changing World and Ideologies Title: Heritage Studies

Content: Orientation to the module Content: Heritage Studies is an

interdisciplinary field of study that
Some of the basic Historical concepts, takes a critical look at the way we
orientations, ideologies etc. The Era of the preserve, present and participate in
French Revolution. The Industrial Revolution heritage. History and Heritage are
and the transformation of society. Colonization interrelated; one cannot be perceived
and imperialism - The Scramble for Africa. without the other.
World War I – Nationalist Tensions.

The Soviet Union. World War II.

The Global Age since 1945.

Module outcomes: The module aims to Module outcomes:

develop in-depth study of some of the themes
related to world history in order to equip The aim of the module is twofold:
students with a broad insight into the dynamics firstly, to develop an awareness of
underlying some of the major developments heritage and its role in nurturing and
and changes in History. enriching the development of a
society and secondly to engage with
some of the currently breaking
debates in the field.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:EESG411 NQF Semester 2:EESG412 NQF

code:- level: level:

Title: Water Resources Management Title: Population Geography

Content: Content:

− Hydrology and water resources (drainage − Population dynamics;

basin system); − Global and regional population
− Introduction to water resources and change and growth;
hydrology;
− Age and sex composition of
− The river catchment: general concepts, populations;
catchments as integrated hydrological
systems, identifying catchment − Fertility, mortality and migration;
boundaries;
− Sources of demographic data
− Water quality & water resource quality;

− Groundwater: the hidden resource;

− Rainfall patterns and runoff in South

Africa.
Module outcomes: To equip students with Module outcomes: To equip
competencies related to hydrological students with competencies relating
processes and water resource management in to population dynamics, cultural
environment and urban geography. It

189
South Africa underpinning geography teaches basic skills of demographic
education. data analysis and description.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1:ESDF411 NQF Semester 2: EPCE412 NQF

code:- level: level:

Title : Technology Education Title: Life Orientation: Citizenship

Education

Content: Knowledge, design and application of Content: Definition of the concept of

machines, introduction, application and basic ‘citizenship’; ancient and modern
programming in robotics. concepts of citizenship; importance of
citizenship; history of South African
citizenship (1910-1996); International
trends in citizenship education: the
UK, USA and RSA; Citizenship
education in post-apartheid South
Africa; Modern trends in citizenship
education: the new ‘patriotism’ or
‘cosmopolitanism’; the future of
citizenship education in South African
schools.

Module outcomes: To develop students Module outcomes: To enable

understanding of the principles underpinning of students to think critically and logically
machines and mechanical components and the about the development of the concept
application of this knowledge to design and of citizenship over the years in South
control mechanical systems. Africa and in other democracies
around the world; to provide an
environment where students can
evaluate modern trends in citizenship
education and understand its
relevance to present day South Africa.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: Instructional

methods include lectures, small group
discussions, independent learning
and research.

Module Semester 1:EPPD411 NQF Semester 2: NQF

code:- level: level:

Title: Life Orientation Personal and Social Title:

Development

Content: The content to be covered aim at Content:

enhancing positive attitudes and skills in
personal and social aspects. Main themes
include basic ways to achieve harmony,
happiness, independence and success in life.
Communication Skills, Personal health,
Hygiene and Appearance , Understanding
Feelings and Emotions, Ways to Manage
Negative Feelings and Emotions ,
Enhancement of self-esteem, Peer
Relationship, Problem Solving Skills, Study
Skills, Mental Health, Drug Education, Family
Life Education, and School Leavers
Programme.

Module outcomes: The purpose of this Module outcomes:

module is to introduce the student to the origins

190
 of self-recognition, the evolving self-concept
and search for identity in children.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

FED.2.6.3. MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION - EBDIS3

FED.2.6.3.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES
Bachelor of Education: Intermediate and Senior- Mathematics, Science and Technology
Education

Module Descriptive name Credits NQFL Pre/Co

code requisite

ELLL111 Academic Literacy 1A (Language) 08 5 NONE

EFIT111 Ideologies and trends in Education 08 6 NONE

ESPS111 Natural Science and Technology 1A 12 6 NONE

(Process Skills, Technology and
Society)

ESPC111 Natural Science and Technology 1C 12 6 NONE

(Physical and Chemical properties of
Matter)

ESMT111 Mathematics 1A(Algebra) 12 6 NONE

ESCL112 Academic Literacy 1B (Computer 08 6 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

ESGC112 Natural Science and Technology 1B 12 6 NONE

(Graphic and Communication Design)

ESMM112 Natural Science and Technology 1D 12 6 NONE

(Mechanics and Mechanical Systems)

ESMT112 Mathematics 1B(Figures and Shapes) 12 6 NONE

EPDL211 Human Development & Learning 08 6 NONE

ESEE211 Natural Science and Technology 12 6 ESPS111

Education 2A(Energy and Energy
Transfers)

ESTE211 Natural Science and Technology 2C 12 6 ESPC111

(The Earth and Chemical Processes)

ESMT211 Mathematics 2A (Set Theory and 12 6 ESMT111

Functions)

ECTL212 Teaching & Learning Strategies 08 6 NONE

ESWS212 Natural Science and Technology 2B 12 6 ESMM112

(Wave, Sound and Light)

ESEM212 Natural Science and Technology 12 6 ESMT112

Education 2D(Electromagnetism)

ESMT212 Mathematics 2B (Vector, Algebra and 12 6 ESMT112

Matrices)

EALM311 School Leadership & Management 08 7 NONE

ECAE311 Assessment in Education 08 7 NONE

191
ESMN311 Natural Science Method 3A 12 7 ESPS111
ESGC112
ESPC111
ESMT111
ESMM112
ESMT112

ESTM311 Technology Method 3A 12 7 ESPS111

ESGC112
ESPC111
ESMT111
ESMM112
ESMT112

ESMT311 Mathematics Method 3A 12 7 ESPS111

ESGC112
ESPC111
ESMT111
ESMM112
ESMT112

EDSE312 School Leadership & Management 08 7 NONE

EFMS312 Assessment in Education 08 7 NONE

ESTM312 Natural Science Method 3A 08 7 NONE

ESMT312 Technology Method 3A 08 7 ESPS111

ESGC112

ESPC111
ESMT111
ESMM112
ESMT112

ESMN312 Mathematics Method 3A 08 7 ESPS111

ESGC112

ESPC111
ESMT111
ESMM112
ESMT112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & practice of curriculum 16 7 NONE

development

ESCB411 Physical Science 4A (Chemical 12 7 ESTE211

Bonding & Kinetics)

ESPB411 Life Sciences 4A: Practical Biological 12 7 ESTE211

Concepts

ESDF411 Technology 4A 12 7 ESEE211

ESEM212

ESMT411 Mathematics 4A:Differential Calculus 12 7 ESMT211

ESMT212

ESAE411 Physical Science (Advanced 12 7 ESEM212

Electronics)

ESBS411 Life Sciences (Biological Systems) 12 7 ESTE211

ESIT411 Technology (ICT Technologies) 12 7 ESEE211

ESMM411 Mathematics 4A: (Statistics) 12 7 ESMT211

192
EAMS412 Management of School Systems 08 7 NONE
&Extra-curricular Activities

EPRE412 Introduction to Research in Education 08 7 NONE

ESCR412 Physical Science 4B 12 7 ESTE211

ESPG412 Life Sciences 4B :Cellular Processes 12 7 NONE

and Genetics

ESEC412 Technology 4B (Electronic Circuits, 12 7 ESTE211

Components and Sensors) ESEM212

ESMT412 Mathematics 4B: Integral Calculus 12 7 ESMT211

ESMT212

ESMP412 Physical Science 4B (Modern 12 7 ESEM212

Physics)

ESBP412 Life Sciences 4B (Biological process 12 7 ESWS212

in plants)

ESAT412 Technology 4B (Advanced technology 12 7 ESEM212

design)

ESMM412 Mathematics Transformational 12 7 ESMT211

Geometry

ETSE100 School Experience 1 16 7 NONE

ETSE200 School Experience 1 32 7 ETSE100

ETSE300 School Experience 3 32 7 ETSE100

ETSE400 School Experience 4 32 7 ETSE300

193
FED.2.6.3.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: IP AND SP (MATHS SCIENCE AND TECHNOLOGY) EBDIS 3
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/ Ancillary/ Ancillary/

ELLL111 C
Elective 08 EPDL211 ElectivesC 08 EALM311 Elective C 08 EPIE411 ElectivesC 08
EFIT111 C 08 ESEE211 C 12 ECAE311 C 08 ECTP411 C 16
ESPS111 C 12 ESTE211 C 12 ESMN311 C 12 Any two of the following:
ESPC111 C 12 ESMA211 C 12 ESTM311 C 12 ESCB411 E 12
ESMA111 C 12 ESMA311 C 12 ESPB411 E 12
ESDF411 E 12
ESMA411 E 12

Any one of the following:

ESAE411 E 12
ESBS411 E 12
ESIT411 E 12
ESMM411 E 12
Total 1st 52 Total 1st 44 Total 1st 52 Total 1st 48
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second Second Second Second semester
semestercode
Module Core/ Cr semestercode
Module Core/ Cr semestercode
Module Core/ Cr Module code Core/ Cr
Ancillary/ Ancillary/ Ancillary/ Ancillary/
ESCL112 C
Elective 08 ECTL212 C
Electives 08 EDSE312 Elective C 08 EAMS412 ElectivesC 08
EPHA112 C 08 ESWS212 C 12 EFMS312 C 08 EPRE412 C 08
ESGC112 C 12 ESEM212 C 12 ESTM312 C 08 Any two of the following:
ESMM112 C 12 ESMA212 C 12 ESMA312 C 08 ESCR412 E 12
ESMA112 C 12 ESMN312 C 08 ESPG412 E 12
ESEC412 E 12
ESMA412 E 12

Any one of the following:

ESMP412 E 12
ESBP412 E 12
ESAT412 E 12
ESMM412 E 12
Total 2nd semester 52 Total 2nd 44 Total 2nd 40 Total 2nd semester 40
semester Yearsemester
Modules
Year Level 1 Year level 2 Year level 3 Year le4
ETSE100 C 16 ESTE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module credits 32
credits
Total year level 1 120 credits
Total year level 2 120 credits
Total year level 124 Total year level 4 120
3
Total credits for the curriculum 484
194
FED.2.6.3.3. MODULE CONTENT AND OUTCOMES FOR -EBDIS3

INTERMIDIATEAND SENIOR PHASE (MATHEMATICS, SCIENCE AND TECHNOLOGY)

– SEMESTER COURSES

Module Semester 1: ESPS111 NQF Semester 2: ESGC112 NQF

code:- level level:

Title: Natural Science and Technology Title: Natural Science and Technology
(Process Skills, Technology and Society) (Graphic and Communication Design)

Content: Process skills: Measurements, Content: Drawing and interpretation of

observations; etc. exponential notation, graphs. Reading of different scales.
precision and accuracy, significant figures. Conversion of units. Flow charts and
Writing of scientific reports. Defining concepts cyclic diagrams. The development of
of technology and technology education within communication technology a historical
the national curriculum. Understanding the perspective. Purpose and elements of
technological process and sub processes communication. The skills of graphic
(design process). The interdisciplinary nature of communication design. The skills of
technology graphic communication design. Two-
and-three. Dimensional drawing
techniques including – freehand
sketching, line types, block method,
shading, drawing instruments,
orthographic projection, isometric
drawing, oblique, perspective, sections,
exploded views, signs and symbols,
monograms, procedure charts, scales,
dimensioning. Aesthetics – proportion,
area division, spatial relationships,
related shapes, stylization, colours,
texture. Ergonomics-anthropometry

Module outcomes: To develop students’ Module outcomes: To develop

understanding a range of process skills that are students’ graphic communication and
necessary for engaging in the process of design skills.
science knowledge construction and to develop
the students’ understanding of technology as
process and product, and to appreciate the role
and value of technology for society.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by means of 50% continuous
assessment. 50% summative
assessment.

Module Semester 1: ESPC111 NQF Semester 2: ESMM112 NQF

code:- level level:

Title: Natural Science and Technology Title: Natural Science and Technology
(Physical and Chemical Properties of Matter (Mechanics and Mechanical Systems)

Content: Matter and materials. Chemical Content: Mechanics (kinematics and

reactions. Chemical bonding. Properties of dynamics): Motion. Force, work and
materials power. Momentum.

Mechanical systems and concepts:

Different types of motion in mechanical
systems, conversion of motion and
force. Knowledge of nature and function
of: wheels; axles; gears; pulleys; cranks;
cams; levers; clutches, coupling;
bearings; screws. Knowledge of speed
ratios; mechanical advantage;
moments.

195
Module outcomes: To develop students’ Module outcomes: To develop
understanding of chemical and physical students’ understanding of principles
properties of matter and how materials with underpinning motion, functioning of
these properties can be processed into machines and mechanical components
products. and the application of this knowledge in
the design of mechanical systems

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of 50% continuous
assessment. 50% summative
assessment.

Module Semester 1: ESMA111 NQF Semester 2: ESMA112 NQF

code:- level level:

Title: Mathematics 1A (Algebra) Title: Mathematics 1A (Figures and

Shapes)

Content: Content:
1. Numbers and number concepts 1 Matrices
− Fractions − Basic operations
− Percentage − Determinants
− Exponents − Minors and cofactors
− Ratio and proportion 2 Geometry
− Time
− Analytic geometry
2. Mensuration
− Circle geometry
− Angles
2 Linear programming
− Polygons
3 Trigonometry
− Prisms, pyramids and spheres
− Pythagoras rule and Pythagorean
− Volume
identities
3. Logarithms
− Sine and cosine formulae
− Properties and laws of logarithms − Area of any triangle
− Logarithmic expressions − Compound angles
− Logarithmic equations − Sum to product formulae
− Applications of logarithms − Graphs of trig functions
4. Absolute value and inequalities − Trigonometric equations
4 Transformations
− Linear, quadratics and rational − Reflection
inequalities − Enlargement
− Absolute value equations and − Rotation
inequalities
− Translation
5. Polynomials
− Shear and stretch
− Algebraic expressions and equations
− Rationalizing
− Partial fractions
− Factor and remainder theorems
− Long divisions and synthetic division

196
Module outcomes: On successful completion Module outcomes: On successful
of the module, students should be able to … completion of the module, students
should be able to …
− Demonstrate basic understanding of
mathematical concepts. − Demonstrate knowledge and
− Identify, describe and classify the world understanding of geometrical
through two-dimensional and three- concepts.
dimensional objects. − Apply geometrical concepts to
− Apply mathematical knowledge and solve problems in mathematics.
skills in solving problems in various − Transform geometrical shapes
contexts. and graphs.
− Demonstrate competence in
using technology efficiently and
effectively in mathematics.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of:-
− Lectures (face to face, limited
− Lectures (face to face, limited interaction interaction or technologically
or technologically mediated) mediated)
− Practicals (laboratory work, applying and − Practicals (laboratory work,
investigating theoretical knowledge, applying and investigating
development of experimental theoretical knowledge,
techniques) development of experimental
− Tutorials: individual groups of 30 or less techniques)
− Syndicate groups − Tutorials: individual groups of 30
− Practical workplace experience or less
(experiential learning/work-based − Syndicate groups
learning etc.) − Practical workplace experience
− Other (specify): Tests and Examination (experiential learning/work-based
learning etc.)
− Other (specify): Tests and
Examination
Module Semester 1: ESEE211 NQF Semester 2: ESWS212 NQF
code:- level level:

Title: Natural Science and Technology Title: Natural Science and Technology
(Energy and Energy Transfers) (Waves, Sound and Light)

Content: Temperature of the Zeroth law of Content: Waves, sound and light;
thermodynamics, Heat, the kinetic theory of geometrical optics, spectacles/lenses,
gases, molecular model of an ideal gas, response and coordination, Senses and
interpretation of temperature, energy flow and nervous systems, hormones
energy conservation, nuclear coal-fired, solar,
wind, wave, geo-thermal.

Module outcomes: To develop students’ Module outcomes: To develop

understanding of energy transfer in chemical, students’ understanding of waves,
physical, biological processes and sound and light and their contribution to
technological systems. life and technological advancement.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by means of
examination……

Module Semester 1: ESTE211 NQF Semester 2: ESEM212 NQF

code:- level level:

Title: Natural Science and Technology (Earth Title: Natural Science and Technology
and Chemical Processes

Content: Concepts of a mole, acids Bases and Content: Electricity and magnetism,
Buffers, Earth and beyond, Ecosystem, Human circuit concepts and components,

197
populations, Water cycle, Carbon cycle and control devices, output devices, control
Nitrogen cycle. logic and rectification.

Module outcomes: To develop students’ Module outcomes: To develop

understanding of chemical processes and the students’ understanding of electrical and
earth as a set of related systems. magnetic properties of matter and
practical application of electrical circuits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by means of examination

Module Semester 1: ESMA211 NQF Semester 2: ESMA212 NQF

code:- level level:

Title: Mathematics 2A (Set, theory and Title: Mathematics 2B (Vector, Algebra

functions) and Matrices)

Content: Content: Instructional methods include

lectures, group discussions,
Number system and exercises, sets and independent learning and
subsets, Algebra of sets, Assignment on history research/study projects
of Venn diagrams Cartesian product of sets,
Denumerable sets, Set theory introduction
Relations Functions.

Module outcomes: Module outcomes: To develop

students understanding of matrices and
To broaden pre-service teachers, knowledge vectors algebra.
on the theory of sets. This module emphasizes
the mathematical theory of sets. This entails Solving systems of equations, matrices,
formal methods of proof and applied problem Crammer’s rule, vectors in 2D and 3D.
solving techniques related to sets.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes: This module is

assessment through participation in c lass, assessed by means of examination……
assignments (academic and
professional) and presentations, summative
assessment through examinations in June.

Module Semester 1: ESTM311 NQF Semester 2: ESTM312 NQF

code:- level level:

Title: Technology Method Title: Technology Method

(Intermediate Phase)

Content: Understanding policy documents, Content: Teaching technology: projects

instructional approaches (behaviourism and and case studies; assessment.
constructivism), planning for teaching
technology and relationship between science
and technology.

Module outcomes: To prepare prospective Module outcomes: To develop specialist

technology education teachers to become skills and competences relevant to the
competent in teaching methods of technology. teaching, learning and assessment of
technology education in the GET Band.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by

Module Semester 1: ESMA311 NQF Semester 2: ESMA312 NQF

code:- level level:

Title: Mathematics Method Title: Mathematics Method

198
Content: Content: Generics of teaching,
classroom practice, Strategies for
Mathematics: definitions, purpose and scope, teaching Mathematics, Knowledge for
planning for mathematics lesson, types of Teaching Mathematics and Designing
assessment in mathematics. Learning Programmes for Mathematics.

Module outcomes: Module outcomes:

To demonstrate the understanding of the fields To be able to select and use appropriate
of knowledge which underpin Mathematics. teaching and learning strategies and
apply a variety of these with emphasis
on multi step and non-routine problems.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments (academic and professional) and participation in c lass, assignments
presentations, summative assessment through (academic and professional) and
examinations in June. presentations, summative assessment
through examinations in November.

Module Semester 1: ESMN311 NQF Semester 2: ESMN312 NQF

code:- level level:

Title: Senior Phase Natural Science Method Title: Senior Phase Natural Science
Method

Content: Teaching skills in the Life Sciences, Content: Forms of assessment: baseline,
Managing Life Science classrooms and diagnostic, formative, and summative.
laboratory, field work and environmental
education, policy documents, learning theories,
planning and lesson presentation.

Module outcomes: To equip students’ with Module outcomes: To develop a

knowledge and skills needed to effectively competent educator in assessment
facilitate at Intermediate and Senior Phase practices in the Intermediate and Senior
levels. Phase classes.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of assessed by

Module Semester 1: ESIT411 NQF Semester 2:ESPG412 NQF

code:- level level:

Title: Technology(ICT Technologies) Title: Life Sciences Education

Content: Computer fundamentals, Microsoft Content: To develop specialist skills

and internet. and competences relevant to the
teaching, learning and assessment of
technology education in the GET Band.

Module outcomes: To develop students’ Module outcomes: Continuous

knowledge, understanding and skills of the role formative assessment- test,
of ICT in technology education and to apply assignments, class presentation;
these skills in the facilitation of technology summative assessment through
education for the GET Band. examinations in November.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: ESCB411 NQF Semester 2: ESEC412 NQF

code:- level level:

Title: Physical Sciences Education (Chemical) Title: Technology (Electronic Circuits,

components and sensors)

199
Content: Chemical bonding, gas loss, general Content: Control circuits and devices,
properties of solutions, chemical logic controls, rectification, circuit
thermodynamics, chemical kinetics, dynamic design, circuit construction and
chemical equilibrium soldering, circuit testing

Module outcomes: To develop students Module outcomes: To enhance

understanding of advanced chemistry students in understanding of complex
principles and practical skills. electronic circuits, components and
sensors and gain practical skills in
designing and making of electronic
circuits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: ESPB411 NQF Semester 2: ESBP412 NQF

code:- level level:

Title: Life Sciences Education Title: Life Sciences (Cellular

Processes and introduction to
Genetics)

Content: The structure and replication of DNA, Content: Reproductive patents and
function of RNA, protein synthesis, theory of diversity, patterns of structure and
evolution, biotechnology and genetic function, indigenous and alien plants in
engineering. our environment.

Module outcomes: To equip students with Module outcomes: To enhance the

practical skills needed to facilitate effectively in students understanding of the cellular
the life science classes composition of tissues of plants and
appreciate structural adaptation seen in
roots, stems, leaves and fruits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: This module is

assessed by means of continuous
formative assessment through
participation in class, assignments
(academic and professional) and
presentations, summative assessment
through examinations

Module Semester 1: ESDF411 NQF Semester 2: ESMP412 NQF

code:- level level:

Title : Technology Education Title: Life Sciences (Cellular

Processes and introduction to
Genetics)

Content: Knowledge, design and application of Content: Reproductive patents and

machines, introduction, application and basic diversity, patterns of structure and
programming in robotics. function, indigenous and alien plants in
our environment.

Module outcomes: To develop students Module outcomes: To enhance the

understanding of the principles underpinning of students understanding of the cellular
machines and mechanical components and the composition of tissues of plants and
application of this knowledge to design and appreciate structural adaptation seen in
control mechanical systems. roots, stems, leaves and fruits

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: This module is

assessed by means of Instructional
methods include lectures, group
discussions, independent learning and
research/study projects.

200
Module Semester 1: ESMA411 NQF Semester 2: ESMA412 NQF
code:- level level:

Title: Mathematics Calculus (Differentiation) Title: Mathematics

Calculus(Integration)

Content: Cell structure and function, digestion, Content: To demonstrate

respiration, circulation, excretion, reproductive understanding of integration and
system, skeletal system. transcendental function.

Module outcomes: To develop students Module outcomes: Continuous

understanding of how the human body functions formative assessment through
and how life choices impact on health and participation in class, assignments
sustainable living (academic and professional) and
presentations, summative assessment
through examinations in November

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: ESAE411 NQF Semester 2: ESAT412 NQF

code:- level level:

Title: Physical Science Education (Advanced Title: Technology Education

Electronics) (Advanced Technology)

Content: Fluid mechanics analogy electronics, Content: Mechanical, civil, electrical

digital electronics and perspective drawing, computer
aided design.

Module outcomes: To develop students Module outcomes: To enhance

understanding of advanced physics and students understanding and application
electronic concepts of complex mechanical, civil and
electrical engineering, graphics and
design as necessary for the complexion
of technological process.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: ESMM411 NQF Semester 2: ESMM412 NQF

code:- level level:

Title: Life Sciences (Cellular Processes and Title: Mathematics ( Financial

introduction to Genetics) Mathematics)

Content: Reproductive patents and diversity, Content: To develop students’

patterns of structure and function, indigenous understanding of financial mathematics.
and alien plants in our environment

Module outcomes: To enhance the students Module outcomes: To develop

understanding of the cellular composition of students’ understanding of financial
tissues of plants and appreciate structural mathematics.
adaptation seen in roots, stems, leaves and
fruits.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes:

assessed by means of continuous formative
assessment through participation in class,
assignments (academic and professional) and
presentations, summative assessment through
examinations in November

201
FED.2.6.3.4. MODULE CONTENT AND OUTCOMES FOR - EBDIS3

INTERMIDIATE AND SENIOR PHASE – YEAR MODULES

Module code:- Year Level 4: ESMA400 NQF level: 7

Title: MATHEMATICS EDUCATION 4

Content:

1. Mathematics teaching and learning in school

− Use elementary statistical information to critically reflect on their teaching,
learning and assessment processes and address complex problems applying
evidence-based solutions
2. Classroom research in Mathematics
− Use Action research in Mathematics to:
✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence-based solutions and
theory-driven arguments
3. Advanced development of pedagogical content knowledge in Mathematics
− Link the epistemology of Mathematics with Mathematics practice
− Addressing alternative pre- and misconceptions
4. Curriculum policies in Mathematics
− Critique curriculum policies in Mathematics
5. Reflection on teaching and learning experiences in Mathematics

Module outcomes:
On successful completion of the module, students will be able to…

− Use elementary statistical information to critically reflect on teaching, learning

and assessment processes in Mathematics
− Demonstrate the competence needed to use action research in Mathematics
− Reflect on teaching and learning experiences in Mathematics
− Critique curriculum policies in Mathematics
Demonstrate the competence needed to link the epistemology of Mathematics to
Mathematics practice.

Method of delivery: Full Time

Practicals (laboratory work, applying and investigating theoretical knowledge,

development of experimental techniques). Tutorials: individual groups of 30 or less

Syndicate groups. Practical workplace experience (experiential learning/work-based

learning etc.)

Other (specify): Tests and Examination

Module code:- Year Level 4: ELZL400 NQF level: 7

Title: IsiZulu Home Language Education 4

1. IsiZulu Home Language teaching and learning in school

− Use elementary statistical information to critically reflect on their teaching,
learning and assessment processes and address complex problems applying
evidence based solutions
2. Classroom research in IsiZulu Home Language

− Use Action research in IsiZulu Home Language to:

✓ gather and process information
✓ validate sources of information
✓ address complex problems applying evidence based solutions an theory
driven arguments
3. Advanced development of pedagogical content knowledge in IsiZulu Home
Language

− Link epistemology of IsiZulu Home Language with IsiZulu practices

202
 − Addressing alternative pre- and mis-conceptions
4. Curriculum policies in IsiZulu Home Language

− Critique curriculum policies in IsiZulu Home Language

5. Reflection on teaching and learning experiences in IsiZulu Home Language

Module outcomes:

− Use elementary statistical information to critically reflect on teaching and

learning, and assessment processes in IsiZulu Home Language
− Demonstrate competence to use action research in IsiZulu Home Language
− Reflect on teaching and learning experiences in IsiZulu Home Language
− Critique curriculum policies in IsiZulu Home Language
− Demonstrate competence to link epistemology of IsiZulu with IsiZulu Home
Language practices.
Method of delivery: Full Time

Assessment modes: This module is assessed by means of examination……

FED.2.6.4. LIFE ORIENTATION AND LANGUAGE EDUCATION - EBDIS4

FED.2.6.4.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES

Bachelor of Education: Intermediate and Senior - Life orientation and Language

Education

Module Descriptive name Credits NQFL Pre/Co

code requisite

ELLL111 Academic Literacy 1A (Language) 08 5 NONE

EFIT111 Ideologies & trends in Education 08 6 NONE

ESML111 Mathematical Literacy 1A 08 5 NONE

EPIP111 Life Orientation: Introduction to 16 6 NONE

Psychology 1A

ELZN111 isiZulu Language Education 1A 16 6 NONE

ELGN111 English Language Education 1A 16 6 NONE

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

ESML112 Mathematical Literacy 1B 08 5 NONE

EPIP112 Life Orientation: Introduction to 16 6 NONE

Psychology 1B

ELZN112 isiZulu Language Education 1B 16 6 NONE

ELGN112 English Language Education 1B 16 6 NONE

EPDL211 Human Development & Learning 08 6 NONE

203
EPPM211 Life Orientation 2A: Physical and 16 6 EPIP111
Motor Development

ELZN211 isiZulu Language Education 2A 16 6 ELZN111

ELGN211 English Language Education 2A 16 6 ELGN111

ECTL212 Teaching & Learning Strategies 08 6 NONE

EPHE212 Life Orientation: Health Education 16 6 EPIP112

ELZN212 isiZulu Language Education 2B 16 6 ELZN112

ELGN212 English Language Education 2B 16 6 ELGN112

EALM311 School Leadership & Management 08 6 NONE

ECAE311 Assessment in Education 08 6 NONE

EPLO311 Life Orientation Method 3A 16 7 EPIP111

ELZN311 isiZulu Language Method 3A 16 7 ELZN111

ELZN112

ELGN311 English Language Method 3A 16 7 ELGN111

ELGN112

EDSE312 Society, Educational Law & School 08 7 NONE

Governance

EFMS312 Comparative Education 08 7 NONE

EPLO312 Life Orientation Method 3B 12 7 EPIP112

ELZN312 isiZulu Language Method 3B 12 7 ELZN111

ELZN112

ELGN312 English Language Method 3B 12 7 ELGN111

ELGN112

EPIE411 Inclusive Education Studies 08 7 NONE

ECTP411 Theory & Practice of Curriculum 16 7 NONE

Development

EPSP411 Life Orientation: Social and 12 7 EPPM211

Personal Development

EPEC411 Life Orientation: Civic Education 12 7 EPPM211

ELZN411 isiZulu Language Education 4A 12 7 ELZN211

204
ELGN411 English Language Education 4A 12 7 ELGN211

EAMS412 Management of School Systems & 08 7 NONE

Extra-curricular activities

EPRE412 Introduction to Research in 08 7 NONE

Education

EPEC412 Life Orientation: Career Guidance 12 7 EPHE212

EPCE412 Life Orientation: Citizenship 12 7 EPHE212

Education

ELZN412 isiZulu Language Education 4B 12 7 ELZN212

ELGN412 English Language Education 4B 12 7 ELGN211

ETSE100 School Experience 1 16 7 NONE

ETSE200 School Experience 1 32 7 ETSE100

ETSE300 School Experience 3 32 7 ETSE200

ETSE400 School Experience 4 32 7 ETSE300

205
 FED.2.6.4.2. Qualification Name: Bachelor of Education: Intermediate and Senior – Life Orientation and Language EBDIS 4
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/ Ancillary/ Ancillary/

ELLL111 EPDL211 EALM311 EPIE411
08 08 08 08
EFIT111 Elective EPPM211 Electives ECAE311 Elective ECTP411 Electives
08 16 08 16
ESML111 Choose any of the following:- EPLO311 EPSP411
08 16 12
EPIP111 ELZN211 Choose any of the following:- EPEC411 12
16 16
ELGN211 16 ELZN311 Choose any of the following:-
Choose any of the following:- 16
ELZN111 ELGN311 ELZN411
16 16 12
ELGN111 ELGN411
16 12
Total 1st 56 Total 1st 40 Total 1st 48 Total 1st 60
semester semester semester semester
Year Level 1 Year level 2 Year level 3 Year level 4
Second Second Second Second
semester semester semester semester
ESCL112 08 ECTL212 08 EDSE312 08 EAMS412 08
EPHA112 08 EPHE212 16 EFMS312 08 EPRE412 08
ESML112 EPLO312 12 EPEC412
08 Choose any of the following:- 12
EPIP112 ELZN212 EPCE412
16 16 Choose any of the following:- 12
Choose any of the following:- ELGN212 16 ELZN312 12 Choose any of the following:-
ELZN112 16 ELGN312 12 ELZN412
12
ELGN112 16 ELGN412
12
nd nd nd nd
Total 2 56 Total 2 40 Total 2 40 Total 2 52
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 C 16 ESTE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module 32
credits credits credits credits
Total year 128 Total year 112 Total year 120 Total year 144
level 1 level 2 level 3 level 4
Total credits for the curriculum 504

206
 FED.2.6.4.3. MODULE CONTENT AND OUTCOMES FOR EBDIS4

INTERMIDIATEAND SENIOR PHASE : EMS AND LANGUAGE EDUCATION -

STUDY PERIOD ONE – SEMESTER COURSES

Module Semester 1: NQF Semester 2: ESML112 NQF

code:- ESML111 level: level:

Title: Mathematical Literacy 1A Title: Mathematical Literacy 2B

Content: Fractions, decimals, Content: Fractions, decimals,

percentages, positive exponents and percentages, positive exponents and
roots, associative, commutative and roots, associative, commutative and
distributive laws, the concepts of rate, distributive laws, the concepts of rate,
ratio, direct proportion and inverse ratio, direct proportion and inverse
proportion, simple formulae proportion, simple formulae

Module Outcomes: To develop in Module Outcomes: To develop in

students the basic mathematical literacy students the basic mathematical
competencies with a view to helping the literacy competencies with a view to
students use such competencies in helping the students use such
contexts encountered in other competencies in contexts
disciplines. encountered in other disciplines.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous Assessment modes: Continuous

assessment through tests and assessment through tests and
assignments and a final examination at assignments and a final examination
the end of the semester. at the end of the semester.

Module Semester 1: NQF Semester 2: EPIP112 NQF

code:- EPIP111 level: level:

Title: Life Orientation: Introduction to Title: Life Orientation: Introduction

Psychology 1A to Psychology 1B

Content: Integration of theory and Content: Reflection and integration

practice of the following study units: of the theory and practice on the
introduction and background to following study units: motivation and
psychology; psychological research; emotion; sexuality and gender;
neuroscience and behaviour; sensation
and perception; states of consciousness; To introduce students to various
learning; memory; intelligence and aspects of the psychological
cognition and language. development of children and
adolescents so as to promote
responsible management of
psychological and emotional
problems in schools in general and in
classrooms in particular.

Module outcomes: To facilitate Module outcomes: To introduce

awareness, understanding, students to various aspects of the
meaningful use and integration of key psychological development of
concepts in psychology; encourage children and adolescents so as to
students to think creatively, logically and promote responsible management of
laterally about the importance of psychological and emotional
psychology in society, school and problems in schools in general and in
classroom. In particular students are classrooms in particular.
expected to trace and see the relevance
of reviewed concepts in relation to the
needs of learners as both individuals and
groups within the same classroom.

Method of delivery: Full Time Method of delivery: Full Time

207
Assessment modes: This module is Assessment modes: This module
assessed by means of examination…… is assessed by means of
examination……

Module Semester 1: NQF Semester 2: ELZN112 NQF

code:- ELZN111 level: level:

Title: IsiZulu Language Education 1A Title: IsiZulu Language Education

1A

Content: The rules of Syntax, Content: Development of critical

Morphology, Semantics and Phonology attitudes in student-educators through
and their impact in the teaching of a the acquisition of reading, viewing and
language. thinking skills. Exposition to the study
of prose, short stories, novels, formal
essay and drama. Thorough
grounding in the essential literary term

Module Outcomes: To equip student- Module Outcomes: To give students

educators with basic knowledge of essential language skills that will
General Linguistics with special enable them to critically interpret and
reference to Syntax, Morphology, analyze academic, literary and
Semantics and Phonology. professional texts. To apply thinking
and reasoning skills in language
education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous Assessment modes: Continuous

formative assessment through formative assessment through
Participation in class, assignments, and participation in class, assignments,
reflective writing; Summative assessment and reflective writing; Summative
through examinations in June. assessment through examinations in
June.

Module Semester 1: NQF Semester 2: ELGN112 NQF

code:- ELGN111 level: level:

Title: English Language Education 1A Title: English Language Education

1A

Content: The rules of Syntax, Content: Development of critical

Morphology, Semantics and Phonology attitudes in student-educators through
and their impact in the teaching of a the acquisition of reading, viewing and
language. thinking skills. Exposition to the study
of prose, short stories, novels, formal
essay and drama. Thorough
grounding in the essential literary term

Module Outcomes: To equip student- Module Outcomes: To give students

educators with basic knowledge of essential language skills that will
General Linguistics with special enable them to critically interpret and
reference to Syntax, Morphology, analyze academic, literary and
Semantics and Phonology. professional texts. To apply thinking
and reasoning skills in language
education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous Assessment modes: Continuous

formative assessment through formative assessment through
participation in class, assignments, and participation in class, assignments,
reflective writing; Summative and reflective writing; Summative
assessment through examinations in assessment through examinations in
June. November.

208
Module Semester 1: NQF Semester 2: EPHE212 NQF
code:- EPPM211 level: level:

Title: Life Orientation: Physical and Title: Life Orientation: Health

Motor Development Education

Content: Forms of motion; linear and Content: The need for health
angular kinetics; fluid mechanics, education in schools, Role of a
movement analysis. Aspects concerning teacher in coordinated school health
physical activities for persons with programs, Physical health and fitness
motor/physical deficiencies and/or ,Infectious and non-infectious
disabilities. Classification, characteristics, diseases, Safety and prevention,
movement needs and injury prevention of Social and emotional health,
prevalent disorders/disabilities. Sexuality education, Substance
abuse, Aging, Dying and Death,
Environmental health, Consumer
Health.

Module outcomes: The aim of this Module outcomes: The main

module is to give learners the necessary purpose of the module is to provide
grounding for the further study of Life Orientation teachers with
kinesiology and sport bio mechanism. This knowledge, skills and attitudes
is also the study of the following systems necessary to promote health and
in the body with specific attention to their wellness, prevent diseases among
function during activity: An introduction to young people and children and
selected movement disorders and provide them with basic
conditions affecting the human body and understanding of the major principles
their implications to human movement. behind physical activity, health
promotion and adherence to exercise
(e.g. nutrition, wellness, fitness
assessment).

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module

assessed by means of examination…… is assessed by means of continuous
formative assessment through
assignments, tests, portfolios, long
essays/research paper presentations,
and summative assessment through
examinations and take home tasks
will be used in the program.
Summative examination and tasks will
be internally moderated.

Module Semester 1: NQF Semester 2: ELZN212 NQF

code:- ELZN211 level: level:

Title: IsiZulu Language Education 2A Title: IsiZulu Language Education

2B

Content: Development of listening and Content: Creative writing.

speaking skills. Understanding of types of Dramatization of stories: play reading,
spoken text: informative, persuasive, script writing and poetry reading.
entertaining and instructive texts. Responding to films without words.
Preparation for a speech delivering. Discussion of books. Understanding
Understanding the essentials of various types of stories: adventure,
Communication process: message, its family, misery and historical stories.
sender and its receiver. Understanding parts of a good story;
plot, setting, characters, conflict,
mood, theme and symbolism.

Module Outcomes: To equip student- Module Outcomes: To enrich

educators with essential skills for the student educators with IsiZulu
identification and interpretation of spoken Language Competence,
and written texts and speeches. communication and thinking skills.

Method of delivery: Full Time Method of delivery: Full time

209
Assessment modes: Continuous Assessment modes: Continuous
formative assessment through formative assessment through
participation in class, assignments, and participation in class, assignments,
reflective writing; Summative assessment and reflective writing; Summative
through examinations in June. assessment through examinations in
June.

Module Semester 1: NQF Semester 2: ELGN212 NQF

code:- ELGN211 level: level:

Title: English Language Education 2A Title: English Language Education

2B

Content: Content:

− The principles of communication − Introduction to literature studies.

in the classroom.
− Poetry
− Facilitating language learning in the
classroom. − Novels

− Developing listening to improve − Short stories

communicative competence.

− Improving the speaking skill as a

means of enhancing
communicative competence.

− Critical analysis of language:

propaganda, cartoons,
advertisements

Module Outcomes: To equip students Module Outcomes: To provide

with essential skills and knowledge in students with skills and knowledge to
English Language Education so that they analyze literary texts.
could apply these practically to the
teaching-learning situation.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous Assessment modes: Continuous

formative assessment through formative assessment through
participation in class, assignments, and participation in class, assignments,
reflective writing; Summative assessment and reflective writing; Summative
through examinations in June. assessment through examinations in
June.

Module Semester 1: NQF Semester 2: EPLO312 NQF

code:- EPLO311 level: level:

Title: Method of Life Orientation Title: Method of Life Orientation

Content: Introduction to professional Content: Reflection on the role of the

studies; the learner in the classroom; school community, stress and conflict
principles of good teaching practice; management, leadership and team
classroom management, organization and work, the principles of good teaching,
discipline, lesson planning; teaching classroom management, organization
strategies. and discipline and lesson planning in
relation to their school experience; and
parental involvement. To modify both
instructional and assessment
strategies to accommodate learners
with special needs.

Module outcomes: To introduce Module outcomes: To build and

students to the general teaching reflect on teaching and learning
strategies and principles that promote strategies used in South African
the development of authentic learning classrooms in order to deepen the
environments through the creation of students’ understanding of the link
between theory and practice. To

210
effective classroom management and explore the issues of special education
organizational practices in schools.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of
examination……

Module Semester 1: NQF Semester 2: ELZN312 NQF

code:- ELZN311 level: level:

Title: IsiZulu Language Method 3A Title: IsiZulu Language Method 3B

Content: Exploration of traditional Content: Reviewing and reading/

teaching methods together with their viewing and critical analysis of fiction
strength and weaknesses, e.g. Grammar (literacy narrative in prose or verse.
Translation Method and Audio-lingual Interpret and implement the national
Method. Exploration of modern language curriculum policies relevant
Communicative teaching methods. for IsiZulu additional language
Analyses of CAPS. Exploration of education. Selecting the relevant
language teaching principles, strategies, styles and approaches to
techniques, style and approaches IsiZulu additional language
(text-based, communicative and genre education. Language learning.
based). Exploration of learning styles: Critical analysis of the language
visual, auditory, kinesthetic, tactile and learning programs. IsiZulu writing,
aural and oral learning styles. design and presenting skills
Preparation for a speech delivery.
Application of these teaching methods in
the micro- teaching laboratory. Design
IsiZulu subject framework, work
schedule and lesson plans.

Module outcomes: To empower student Module outcomes:

educators with the knowledge and skills
of the relevant methods, principles, To expose students to IsiZulu
techniques approaches to teaching Additional language curricular
IsiZulu as a FAL (First additional knowledge, skills and values; and the
language). relevant methods, principles,
techniques and approaches to IsiZulu
additional language education as a
whole.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of Continuous assessed by means of
formative assessment through examination……
participation in class, assignments, and
reflective writing; Summative
assessment through examinations in
June.

Module Semester 1: NQF Semester 2: ELGN312 NQF

code:- ELGN311 level: level:

Title: English language Method 3A Title: English Language Method 3B

Content: Exploration of traditional Content: Application of traditional

methods together with their strength and methods in simulated classroom
weaknesses, e.g. Grammar Translation environment. Application of modern
Method and Audio-lingual Method. Communicative methods. Application
Exploration of modern Communicative of CAPS in simulated classroom
methods. Analyses of CAPS. Exploration environment. Application and
of language teaching principles, integration of language teaching
techniques, style and approaches (text- principles, techniques, style and
based, communicative and genre based). approaches (text-based,
Exploration of learning styles: visual, communicative and genre based).

211
auditory, kinesthetic, tactile and aural and Intensive review of learning styles:
oral learning styles. Preparation for a visual, auditory, kinesthetic, tactile and
speech delivering. Application of this aural and oral learning styles.
method in the micro- teaching laboratory. Evaluation of lessons by peers.
Design and present English subject Advanced designing of lesson plans.
framework, work schedule and lesson Advanced designing of subject
plans. frameworks and work schedules.

Module Outcomes: To empower Module Outcomes: To enable the

student educators with the knowledge students to present effective lessons at
and skills of the relevant methods, schools or micro -teaching laboratory.
principles, techniques approaches to To enable the student’s educators to
teaching English as a FAL (First critique their peers- lessons and their
additional language). own. To enable students to integrate
various teaching methods techniques
principles and approaches seamlessly
in a lesson. Reviewing with the
designing of subject framework, work
schedule and lesson plans.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous Assessment modes: Evaluation of

formative assessment through the quality of lessons presented.
participation in class, assignments, and Continuous formative assessment
reflective writing; Summative through participation in class,
assessment through examinations in assignments, and reflective writing;
June Summative assessment through
examinations in June.

Module Semester 1: NQF Semester 2: EPEC412 NQF

code:- EPEC411 level: level:

Title: Life Orientation Civic Education Title: Life Orientation Career

Guidance

Content: Civic Education, Components of Content: Introduction to the global

Civic Education, Aspects of democracy, economy; theories of career
the Constitution, Rights and development; value-based
responsibilities of citizens. Creating a multicultural approach to career
human rights culture, Protecting humans counselling and advocacy; career
rights, Civic education in schools. development for learners with special
needs; assessment in career
counselling; using information to
facilitate career development;
preparing for work

Module outcomes: To equip students Module outcomes: To introduce

with civic knowledge, skills and students to the fields of career
dispositions in order to be responsible information, career education, and
citizens who participate fully in a career counselling so as to ensure
democratic society. To assist students to the establishment of various types of
understand the Constitution that effective educational strategies
represents the interests and needs of all dedicated to the study of careers. To
South Africans. ensure the relevance of the career
educator in the school.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: NQF Semester 2: EPCE412 NQF

code:- EPSP411 level: level:

Title: Title: Life Orientation: Citizenship

Education

Content: Content: Definition of the concept of

‘ citizenship’ ; ancient and modern

212
 concepts of citizenship; importance
of citizenship; history of South African
citizenship (1910-1996); International
trends in citizenship education: the
UK, USA and RSA; Citizenship
education in post-apartheid South
Africa; Modern trends in citizenship
education: the new ‘patriotism’ or
‘cosmopolitanism’; the future of
citizenship education in South African
schools.

Module outcomes: Module outcomes: To introduce

students to the concept of
citizenship/citizenship education; to
enable students to think critically and
logically about the development of
the concept of citizenship over the
years in South Africa and in other
democracies around the world; to
provide an environment where
students can evaluate modern trends
in citizenship education and
understand its relevance to present
day South Africa

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is Assessment modes: This module is

assessed by means of examination…… assessed by means of continuous
formative assessment- test,
assignments, class presentation;
summative assessment through
examinations in November.

Module Semester 1: NQF Semester 2: ELZN412 NQF

code:- ELZN411 level: level: 7
7

Title: IsiZulu Language Education 4A Title: IsiZulu Language Education

4B
Content: Theories of language Content: Intensive review of simple,
acquisition versus theories of language complex and compound sentences.
learning. Exploration of the factors causing Analysis of idiomatic expressions and
barriers to language learning. Evaluation figures of speech. Application of
of approaches to materials development. morphology, semantics, phonology
A critical review of the role of culture in and syntax in the teaching of IsiZulu
language learning. The role of personality language. Use of IsiZulu language in
in language learning (self-esteem, communication.
courage, risk-taking, anxiety and
empathy).

Module Outcomes: To expose Student Module Outcomes: To enrich

educators to the psychology of language students with academic linguistic
learning. To familiarize them with barriers knowledge of IsiZulu and critical
to language learning and well as theories analytic skills of literally texts in
of language learning. To equip student education. To review intensively the
educators with material development linguistic patterns, principles and
skills. Exploration of the importance of structures underpinning the IsiZulu
culture in language learning. language

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the Assessment modes: Evaluation of

quality of lessons presented. Continuous the quality of lessons presented.
formative assessment through Continuous formative assessment
participation in class, assignments, and through participation in class,
reflective writing; Summative assessment assignments, and reflective writing;

213
 through examinations in June. Summative assessment through
examinations in June.

Module Semester 1: NQF Semester 2: ELGN412 NQF

code:- ELGN411 level: level:

Title: English Language Education 4A Title: English Language Education

4B
Content: Theories of language acquisition Content: Intensive review of simple,
versus theories of language learning. complex and compound sentences.
Exploration of the factors causing barriers Analysis of idiomatic expressions and
to language learning. Evaluation of figures of speech. Application of
approaches to materials development. A morphology, semantics, phonology
critical review of the role of culture in and syntax in the teaching of English
language learning. The role of personality language. Use of English language in
in language learning (self-esteem, communication.
courage, risk-taking, anxiety and
empathy).

Module Outcomes: To expose Student Module Outcomes: To enrich

educators to the psychology of language students with academic linguistic
learning. To familiarize them with barriers knowledge of English and critical
to language learning and well as theories analytic skills of literally texts in
of language learning. To equip student education. To review intensively the
educators with material development linguistic patterns, principles and
skills. Exploration of the importance of structures underpinning the English
culture in language learning. language.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the Assessment modes: Evaluation of

quality of lessons presented. Continuous the quality of lessons presented.
formative assessment through Continuous formative assessment
participation in class, assignments, and through participation in class,
reflective writing; Summative assessment assignments, and reflective writing;
through examinations in June Summative assessment through
examinations in June.

FED.2.6.5. SOCIAL SCIENCES AND LANGUAGE - EBDIS5

FED.2.6.5.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES

Bachelor of Education: Intermediate and Senior - Social Sciences and Language

Module Descriptive name Credits NQFL Pre/Co

code
ELLL111 Academic Literacy 1A (Language) 08 5 requisite
NONE
EFIT111 Ideologies & trends in Education 08 6 NONE
Substitut
ESML111 Mathematical Literacy 1A 08 5 NONE
e
EESG111 Introduction to Geography 16 6 NONE
ELZN111 isiZulu Language Education 1A 16 6 NONE
ELGN111 English Language Education 1A 16 6 NONE
ESCL112 Academic Literacy 1B (Computer 08 5 NONE
Literacy)
EPHA112 HIV/AIDS Education 08 6 NONE
ESML112 Mathematical Literacy 1B 08 5 NONE
ECHS112 Historical Studies 16 6 NONE
ELZN112 isiZulu Language Education 1B 16 6 NONE
ELGN112 English Language Education 1B 16 6 NONE
EPDL211 Human Development and Learning 08 6 NONE
EESH211 Development of political institutions 16 6 ECHS112
ELZN211 isiZulu Language Education 2A 16 6 ELZN111
ELGN211 English Language Education 2A 16 6 ELGN111

214
ECTL212 Teaching & Learning Strategies 08 6 NONE
EESG212 Environmental Studies 16 6 EESG111
ELZN212 isiZulu Language Education 2B 16 6 ELZN111
ELGN212 English Language Education 2B 16 6 ELGN111
EALM311 School Leadership & Management 08 7 NONE
ECAE311 Assessment in Education 08 7 NONE
EEMS311 Method of Social Sciences 3A 16 7 ECHS112

EESG111
ELZN311 isiZulu Language Method 3A 16 7 ELZN111

ELGN311 English Language Method 3A 16 7 ELZN112

ELGN111
EDSE312 Society, Educational Law & School 08 7 NONE
ELGN112
EFMS312 Governance Education
Comparative 08 7 NONE
EEMS312 Method of Social Sciences 3B 12 7 ECHS112
ELZN312 isiZulu Language Method 3B 12 7 ELZN111
EESG111
ELGN312 English Language Method 3B 12 7 ELZN112
ELGN111
EPIE411 Inclusive Education Studies 08 7 NONE
ELGN112
ECTP41 Theory & Practice of Curriculum 16 7 NONE
ELZN411 Development
isiZulu Language 4A 12 7 ELZN211
ELGN411 English Language Education 4A 12 7 ELGN211
EESS411 Human Rights Issues 08 7 EESS111
EESS112
EESC411 Climatology 08 7 EESG212
EESH411 The Changing World and Ideologies 08 7 EESH211
EESG411 Water Resources Management 08 7 EESG211
EAMS412 Management of School Systems & 08 7 NONE
EPRE412 Extra-curricular activities in Education
Introduction to Research 08 6 NONE
ELZN412 isiZulu Language Education 4B 12 7 ELZN211
ELGN412 English Language Education 4B 12 7 ELGN211
EESS412 South Africa in Historical Perspective 08 7 EESS111

EESC412 Geomorphology 08 7 EESS112

EESG212
EESH412 Heritage Studies 08 7 EESH211
EESG412 Population Geography 08 7 EESG111

EESG112

215
FED.2.6.5.2. QUALIFICATION NAME: BACHELOR OF EDUCATION: INTERMEDIATE AND SENIOR (SOCIAL SCIENCE AND LANGUAGE) EBDIS5
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/ Ancillary/ Ancillary/

ELLL111 C
Elective
08 EPDL211 C
Electives
08 EALM311 C
Elective 08 EPIE411 C
Electives
08
EFIT111 C 08 EESH211 C 16 ECAE311 C 08 ECTP411 C 16
ESML111 C 08 Choose any of the following:- EEMS311 C 16 Choose any of the following:-
EESG111 C 16 ELZN211 E 16 Choose any of the following:- ELZN411 E 12
Choose any of the following:- ELGN211 E 16 ELZN311 E 16 ELGN411 E 12
ELZN111 E 16 ELGN311 E 16 Choose any of the following:-
ELGN111 E 16 EESS411 E 08
EESC411 E 08
EESH411 E 08
EESG411 E 08
Total 1st semester 56 Total 1st 40 Total 1st 48 Total 1st 44
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second semester Second Second Second
ESCL112 C 08 semester
ECTL212 C 08 semester
EDSE312 C 08 semester
EAMS412 C 08
EPHA112 C 08 EESG212 C 16 EFMS312 C 08 EPRE412 C 08
ESML112 C 08 Choose any of the following:- EEMS312 C 12 Choose any of the following:-
ECHS112 C 16 ELZN212 E 16 Choose any of the following:- ELZN412 E 12
Choose any of the following:- ELGN212 E 16 ELZN312 E 12 ELGN412 E 12
ELZN112 E 16 ELGN312 E 12 Choose any of the following:-
ELGN112 E 16 EESS412 E 08
EESC412 E 08
EESH412 E 08
EESG412 E 08
Total 2nd semester 56 Total 2nd 40 Total 2nd 40 Total 2nd 36
semester semester
Year Modules semester
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 C 16 ESTE200 32 ETSE300 32 ETSE400 32
Year module credits 16 Year module 32 Year module 32 Year module 32
Total year level 1 128 creditsyear level
Total 112 creditsyear level
Total 120 credits year
Total 112
Total credits for the curriculum 2 3 level 4 472

216
FED.2.6.5.3. MODULE CONTENT AND OUTCOMES FOR EBDIS5
INTERMIDIATEAND SENIOR PHASE : EMS AND LANGUAGE EDUCATION– SEMESTER
COURSES

Module Semester 1: ESML111 NQF Semester 2: ESML112 NQF level:

code:- level:

Title: Mathematical Literacy 1A Title: Mathematical Literacy 2B

Content: Fractions, decimals, percentages, positive Content: Fractions, decimals,

exponents and roots, associative, commutative and percentages, positive exponents and
distributive laws, the concepts of rate, ratio, direct roots, associative, commutative and
proportion and inverse proportion, simple formulae distributive laws, the concepts of rate,
ratio, direct proportion and inverse
proportion, simple formulae

Module Outcomes: To develop in students the basic Module Outcomes: To develop in

mathematical literacy competencies with a view to students the basic mathematical literacy
helping the students use such competencies in competencies with a view to helping the
contexts encountered in other disciplines. students use such competencies in
contexts encountered in other
disciplines.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous assessment Assessment modes: Continuous

through tests and assignments and a final assessment through tests and
examination at the end of the semester. assignments and a final examination at
the end of the semester.

Module Semester 1: EESG111 NQF Semester 2: ECHS112 NQF level:

code:- level:

Title: Introduction to Geography Title: Historical Studies

Content: The nature and scope of Social Sciences Content:

•Representation of the earth on maps and map use − The study of History within the
Social Sciences
•Population growth and economic development − Current thinking and practice in
•The concept of development and sustainability Historical Studies
− The Leaning and scope of History
•Sustainable development as geographical concept − The importance of History as a
discipline and its value as a school
•Impact of development and conservation subject
•Global environmental problems − The integration of knowledge,
skills, values and attitudes in the
•Geographical techniques (analysis and teaching and learning of History in
interpretation of maps, photograph and statistics) schools
− Objectivity and subjectivity in the
interpretation of Historical
knowledge
− Evidence and sources in the study
of History
− Local History and Historical
Excursions
− Selected themes from the Social
− Sciences(History) content

217
Module outcomes: To introduce students to the Module outcomes:
relationship between people, and between people
and environment. It also equips students with basic − To orientate students to history as
insight underlying scientific principles and process of a field of study and as a component
the world. of Social Sciences
− To introduce students to the
transformed vision for History
teaching and learning in schools
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of examination…… assessed by means of:-

− Formative: 50%
✓ Written academic
assignment = 10%
✓ Activities and Tasks = 10%
✓ Project = 10%
✓ Test = 20%
− Summative: 50% Written
Examinations
Module Semester 1: ELZN111 NQF Semester 2: ELZN112 NQF level:
code:- level:

Title: IsiZulu Language Education 1A Title: IsiZulu Language Education 1A

Content: The rules of Syntax, Morphology, Content: Development of critical attitudes

Semantics and Phonology and their impact in the in student-educators through the
teaching of a language. acquisition of reading, viewing and
thinking skills. Exposition to the study of
prose, short stories, novels, formal essay
and drama. Thorough grounding in the
essential literary term

Module Outcomes: To equip student-educators with Module Outcomes: To give students

basic knowledge of General Linguistics with special essential language skills that will enable
reference to Syntax, Morphology, Semantics and them to critically interpret and analyze
Phonology. academic, literary and professional texts.
To apply thinking and reasoning skills in
language education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through Participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
June.

Module Semester 1: ELGN111 NQF Semester 2: ELGN112 NQF level:

code:- level:

Title: English Language Education 1A Title: English Language Education 1A

Content: The rules of Syntax, Morphology, Content: Development of critical attitudes

Semantics and Phonology and their impact in the in student-educators through the
teaching of a language. acquisition of reading, viewing and
thinking skills. Exposition to the study of
prose, short stories, novels, formal essay
and drama. Thorough grounding in the
essential literary term

Module Outcomes: To equip student-educators with Module Outcomes: To give students

basic knowledge of General Linguistics with special essential language skills that will enable
reference to Syntax, Morphology, Semantics and them to critically interpret and analyze
Phonology. academic, literary and professional texts.
To apply thinking and reasoning skills in

218
 language education.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
November.

Module Semester 1: EESH211 NQF Semester 2: EESG212 NQF level:

code:- level:

Title: Development of Political Institutions Title: Environmental Studies

Content: Content:

− Orientation to module − Environmental education

− Significant institutions within society − Definitions, aims and goals of
− The Greek and Roman Political Experience Environmental Education (EE)
− The early Stone and Iron Age societies in − EE as a response to the
Southern Africa environmental crisis
− Transition to Modern Age − History of EE at an international
− Political Categories and local level
− Modern Political Developments − EE approaches and methods;
− Political developments in South Africa − Learner support material
development;
− Practical project: Participatory
environmental education
− Environmental resources and
environmental protection
− What is a natural resource?
− Mineral and energy resources
− Settlement geography
•Settlement patterns, including internal
structures of settlements and location
patterns in South Africa and elsewhere;

•Factors affecting settlement patterns,

including physical, environmental, social,
political and economic

Module outcomes: To equip students with Module outcomes:

knowledge and analytical skills required in the study
of the Development of Political Institutions. To To teach and guide students of diverse
introduce students to a variety of Political Institutions backgrounds to knowledge and
and their role in the development of communities and understanding of Environmental and
societies. Human Geography; the relationship
between man and his environment and
the issues that arise from this interaction.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of assessed by means of:-

− Written academic assignment= 5%

− Oral presentation=5%
− Task and activities=10%
− Project=10%
− Practical=10%
− tests =20%
Module Semester 1: ELZN211 NQF Semester 2: ELZN212 NQF level:
code:- level:

219
Title: IsiZulu Language Education 2A Title: IsiZulu Language Education 2B

Content: Development of listening and speaking skills. Content: Creative writing. Dramatization
Understanding of types of spoken text: informative, of stories: play reading, script writing and
persuasive, entertaining and instructive texts. poetry reading. Responding to films
Preparation for a speech delivering. Understanding the without words. Discussion of books.
essentials of Communication process: message, its Understanding various types of stories:
sender and its receiver. adventure, family, misery and
historical stories. Understanding parts of a
good story; plot, setting, characters,
conflict, mood, theme and symbolism.

Module Outcomes: To equip student-educators with Module Outcomes: To enrich student

essential skills for the identification and interpretation of educators with IsiZulu Language
spoken and written texts and speeches. Competence, communication and thinking
skills.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative assessment
through examinations in June.

Module Semester 1: ELGN211 NQF Semester 2: ELGN212 NQF level:

code:- level:

Title: English Language Education 2A Title: English Language Education 2B

Content: Content:

− The principles of communication in the − Introduction to literature studies.

classroom.
− Poetry
− Facilitating language learning in the classroom.
− Novels
− Developing listening to improve communicative
competence. − Short stories

− Improving the speaking skill as a means of

enhancing communicative competence.

− Critical analysis of language: propaganda,

cartoons, advertisements

Module Outcomes: To equip students with essential Module Outcomes: To provide students
skills and knowledge in English Language Education so with skills and knowledge to analyze
that they could apply these practically to the teaching- literary texts.
learning situation.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative assessment
through examinations in June.

Module Semester 1: EEMS311 NQF Semester 2: EEMS312 NQF level:

code:- level:

Title: Method of Social Sciences Title: Method of Social Sciences

Content: Content:

− Teaching skills in Social Sciences 1. Geography teaching and learning

− Managing the Social Sciences classroom and approaches
able to conduct practical’s

220
− The relationship between the three stage of 2. Content breakdown for Geography in
planning when developing Learning schools
Programmes;
− Teaching and learning strategies, methods and 3. Assessment in Geography
techniques; 4. Subject Development
− Teaching and learning resources;
− Effective lessons and activities to ensure 5. Role of Geography in the new South
learners participation; Africa
− Designing and presenting Social Sciences
lessons;
− Professional facilitation of Social Sciences
(Geography section)
Module outcomes: The aim of this module is to Module outcomes: The aim of this
equip students with practical skills in teaching and module is to equip students with practical
knowledge to teach effectively in Social Sciences skills in teaching and knowledge to teach
effectively in Social Sciences.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of examination…… assessed by means of This module will
make use continuous as well as
summative assessment to evaluate
skills, knowledge and attitudes attained
in class. One of the assessment tasks will
involve the school based evaluation
where students will simulate and reflect
on the teaching experiences. The
following methods and strategies will be
used assess for the achievement of
intended competencies.

− Assignment,
− project,
− individual activities,
− presentation
− Classroom presentation
− examinations
Module Semester 1: ELZN311 NQF Semester 2: ELZN312 NQF level:
code:- level:

Title: IsiZulu Language Method 3A Title: IsiZulu Language Method 3B

Content: Exploration of traditional teaching methods Content: Reviewing and reading/

together with their strength and weaknesses, e.g. viewing and critical analysis of fiction
Grammar Translation Method and Audio-lingual (literacy narrative in prose or verse.
Method. Exploration of modern Communicative Interpret and implement the national
teaching methods. Analyses of CAPS. Exploration of language curriculum policies relevant for
language teaching principles, techniques, style and IsiZulu additional language education.
approaches (text-based, communicative and genre Selecting the relevant strategies, styles
based). Exploration of learning styles: visual, auditory, and approaches to IsiZulu additional
kinesthetic, tactile and aural and oral learning styles. language education. Language learning.
Preparation for a speech delivery. Application of these Critical analysis of the language learning
teaching methods in the micro- teaching laboratory. programs. IsiZulu writing, design and
Design IsiZulu subject framework, work schedule and presenting skills
lesson plans.

Module Outcomes: To empower student educators Module Outcomes: To expose students

with the knowledge and skills of the relevant methods, to IsiZulu Additional language curricular
principles, techniques approaches to teaching IsiZulu knowledge, skills and values; and the
as a FAL (First additional language). relevant methods, principles, techniques
and approaches to IsiZulu additional

221
 language education as a whole.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Continuous

assessment through participation in class, formative assessment through
assignments, and reflective writing; Summative participation in class, assignments, and
assessment through examinations in June. reflective writing; Summative
assessment through examinations in
November

Module Semester 1: ELGN311 NQF Semester 2: ELGN312 NQF level:

code:- level:

Title: English language Method 3A Title: English Language Method 3B

Content: Exploration of traditional methods together Content: Application of traditional

with their strength and weaknesses, e.g. Grammar methods in simulated classroom
Translation Method and Audio-lingual Method. environment. Application of modern
Exploration of modern Communicative methods. Communicative methods. Application of
Analyses of CAPS. Exploration of language teaching CAPS in simulated classroom
principles, techniques, style and approaches (text- environment. Application and integration
based, communicative and genre based). Exploration of language teaching principles,
of learning styles: visual, auditory, kinesthetic, tactile techniques, style and approaches (text-
and aural and oral learning styles. Preparation for a based, communicative and genre based).
speech delivering. Application of this method in the Intensive review of learning styles: visual,
micro- teaching laboratory. Design and present English auditory, kinesthetic, tactile and aural and
subject framework, work schedule and lesson plans. oral learning styles. Evaluation of lessons
by peers. Advanced designing of lesson
plans. Advanced designing of subject
frameworks and work schedules.

Module Outcomes: To empower student educators Module Outcomes: To enable the

with the knowledge and skills of the relevant methods, students to present effective lessons at
principles, techniques approaches to teaching schools or micro -teaching laboratory. To
English as a FAL (First additional language). enable the student’s educators to critique
their peers- lessons and their own. To
enable students to integrate various
teaching methods techniques principles
and approaches seamlessly in a lesson.
Reviewing with the designing of subject
framework, work schedule and lesson
plans.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Continuous formative Assessment modes: Evaluation of the

assessment through participation in class, quality of lessons presented. Continuous
assignments, and reflective writing; Summative formative assessment through
assessment through examinations in June participation in class, assignments, and
reflective writing; Summative assessment
through examinations in June.

Module Semester 1: ELZN411 NQF Semester 2: ELZN412 NQF level:

code:- level: 7
7

Title: IsiZulu Language Education 4A Title: IsiZulu Language Education 4B

Content: Theories of language acquisition versus Content: Intensive review of simple,
theories of language learning. Exploration of the factors complex and compound sentences.
causing barriers to language learning. Evaluation of Analysis of idiomatic expressions and
approaches to materials development. A critical review figures of speech. Application of
of the role of culture in language learning. The role of morphology, semantics, phonology and
personality in language learning (self-esteem, courage, syntax in the teaching of IsiZulu language.
risk-taking, anxiety and empathy). Use of IsiZulu language in communication.

222
Module Outcomes: To expose Student educators to Module Outcomes: To enrich students
the psychology of language learning. To familiarize with academic linguistic knowledge of
them with barriers to language learning and well as IsiZulu and critical analytic skills of literally
theories of language learning. To equip student texts in education. To review intensively
educators with material development skills. Exploration the linguistic patterns, principles and
of the importance of culture in language learning. structures underpinning the IsiZulu
language

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the quality of Assessment modes: Evaluation of the

lessons presented. Continuous formative assessment quality of lessons presented. Continuous
through participation in class, assignments, and formative assessment through
reflective writing; Summative assessment through participation in class, assignments, and
examinations in June. reflective writing; Summative assessment
through examinations in June.

Module Semester 1: ELGN411 NQF Semester 2: ELGN412 NQF level:

code:- level:

Title: English Language Education 4A Title: English Language Education 4B

Content: Theories of language acquisition versus Content: Intensive review of simple,
theories of language learning. Exploration of the factors complex and compound sentences.
causing barriers to language learning. Evaluation of Analysis of idiomatic expressions and
approaches to materials development. A critical review figures of speech. Application of
of the role of culture in language learning. The role of morphology, semantics, phonology and
personality in language learning (self-esteem, courage, syntax in the teaching of English language.
risk-taking, anxiety and empathy). Use of English language in
communication.

Module Outcomes: To expose Student educators to Module Outcomes: To enrich students

the psychology of language learning. To familiarize with academic linguistic knowledge of
them with barriers to language learning and well as English and critical analytic skills of literally
theories of language learning. To equip student texts in education. To review intensively
educators with material development skills. Exploration the linguistic patterns, principles and
of the importance of culture in language learning. structures underpinning the English
language.

Method of delivery: Full Time Method of delivery: Full time

Assessment modes: Evaluation of the quality of Assessment modes: Evaluation of the

lessons presented. Continuous formative assessment quality of lessons presented. Continuous
through participation in class, assignments, and formative assessment through
reflective writing; Summative assessment through participation in class, assignments, and
examinations in June reflective writing; Summative assessment
through examinations in June.

Module Semester 1: EESS411 NQF Semester 2: EESS412 NQF level:

code:- level:

Title: Human Rights Issues Title: English Language Education 4B

Content: Content: Intensive review of simple,

complex and compound sentences.
− Universal declaration of human rights Analysis of idiomatic expressions and
− Human rights issues in south Africa figures of speech. Application of
− Global human rights issues morphology, semantics, phonology and
− Historical issues in the south African syntax in the teaching of English
language. Use of English language in
communication.

223
Module outcomes: This module is designed for Module outcomes: To enrich students
student educators to enable them: with academic linguistic knowledge of
English and critical analytic skills of
− To understand the challenges of Human Rights literally texts in education. To review
Issues internationally and locally intensively the linguistic patterns,
− To demonstrate understanding of the skills and principles and structures underpinning
competencies required for successful teaching the English language.
of history in intermediate and senior phase
− To increase content knowledge of General and
South African history.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes: This module is

assessed by means of Evaluation of the
quality of lessons presented. Continuous
formative assessment through
participation in class, assignments, and
reflective writing; Summative
assessment through examinations in
June.

Module Semester 1: EESC411 NQF Semester 2: EESC412 NQF level:

code:- level:

Title: Climatology Title: Geomorphology

Content: Climatology Content: Geomorphology

− General atmospheric circulation. − Material of the earth’s crust

− The lithosphere and plate tectonics
− Clouds and clouds formation; − Introduction: the significance of
− Thermodynamics; understanding soils
− Soil Resources:
− Atmospheric energy balance; ✓ Soil formation,

− The general circulation of the southern ✓ Soil properties,

hemisphere;
✓ Soil processes,
− Atmospheric circulation and weather over
Southern Africa; ✓ Soil classification,

− Large weather-producing processes and ✓ South African Soils,

systems; ✓ Soil erosion,
− Weather systems producing wet and dry spells; ✓ Soil conservation
− Weather forecasting in Southern Africa.

Module outcomes: To introduce students to the Module outcomes: To equip students

atmospheric circulation of the southern hemisphere with competencies of understanding the
particularly in Southern Africa. It offers a critical way of interrelationships between human and
thinking about atmospheric processes, seasonal their natural environment. It offers a
characteristics and weather forecasting. critical way of thinking about atmospheric
processes, geomorphology and
hydrological processes.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: EESH411 NQF Semester 2: EESH412 NQF level:

code:- level:

Title: the Changing World and Ideologies Title: Heritage Studies

Content: Orientation to the module Content: Heritage Studies is an

interdisciplinary field of study that takes a
Some of the basic Historical concepts, orientations, critical look at the way we preserve,
ideologies etc. The Era of the French Revolution. The present and participate in heritage.
224
Industrial Revolution and the transformation of History and Heritage are interrelated; one
society. Colonization and imperialism - The Scramble cannot be perceived without the other.
for Africa.
World War I – Nationalist Tensions.

The Soviet Union. World War II.

The Global Age since 1945.

Module outcomes: The module aims to develop in- Module outcomes:

depth study of some of the themes related to world
history in order to equip students with a broad insight The aim of the module is twofold: firstly,
into the dynamics underlying some of the major to develop an awareness of heritage and
developments and changes in History. its role in nurturing and enriching the
development of a society and secondly to
engage with some of the currently
breaking debates in the field.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Assessment modes:

Module Semester 1: EESG411 NQF Semester 2: EESG412 NQF level:

code:- level:

Title: English Language Education 4B Title: English Language Education 4B

Content: Intensive review of simple, complex and Content: Intensive review of simple,
compound sentences. Analysis of idiomatic complex and compound sentences.
expressions and figures of speech. Application of Analysis of idiomatic expressions and
morphology, semantics, phonology and syntax in the figures of speech. Application of
teaching of English language. Use of English morphology, semantics, phonology and
language in communication. syntax in the teaching of English
language. Use of English language in
communication.

Module outcomes: To enrich students with Module outcomes: To enrich students

academic linguistic knowledge of English and critical with academic linguistic knowledge of
analytic skills of literally texts in education. To review English and critical analytic skills of
intensively the linguistic patterns, principles and literally texts in education. To review
structures underpinning the English language. intensively the linguistic patterns,
principles and structures underpinning
the English language.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of Evaluation of the quality of lessons assessed by means of Evaluation of the
presented. Continuous formative assessment quality of lessons presented. Continuous
through participation in class, assignments, and formative assessment through
reflective writing; Summative assessment through participation in class, assignments, and
examinations in June. reflective writing; Summative
assessment through examinations in
June.

225
FED.2.6.6. FOUNDATION PHASE PROGRAMME PHASING OUT–EBEDEF
FED.2.6.6.1. MODULE LIST WITH NQF LEVELS, CREDITS AND PRE/CO REQUISITES

Bachelor of Education: Early Childhood Development and Foundation Phase

Module Descriptive name Credits NQFL Pre/Co

code requisite

ELLL111 Academic Literacy 1A (Language) 08 5 NONE

EFIT111 Ideologies and trends in Education 08 6 NONE

ELLZ111 Language, Literacy & Communication 16 5 NONE

1A (HL isiZulu)

EEHS111 Human & Social Sciences 1A 08 5 NONE

(History)

ESFN111 Numeracy, Natural Science, & 16 5 NONE

Technology Education 1A

ESCL112 Academic Literacy 1B (Computer 08 5 NONE

Literacy)

EPHA112 HIV/AIDS Education 08 6 NONE

ELLG112 Language, Literacy & Communication 16 5 NONE

1B
(1st Add. Lang English)

EEHS112 Human & Social Sciences 1B 08 5 NONE

(Geography)

ESFN112 Numeracy, Natural Science, & 16 5 NONE

Technology 1B

EPDL211 Human Development and Learning 08 6 NONE

EFPL211 Foundation Phase Studies (Literacy 12 6 ELLZ111

2A)
or

ELLG112
and

ELLZ01A
or

ELLG01B

EFPN211 Foundation Phase Studies 12 6 ESFN111

(Numeracy 2A)
or

ESFN01A
and
ESFN112

or
ESFN01B

226
EFPS211 Foundation Phase Studies 2A(Life 12 6 EEHS111
Skills)
or

EEHS01A
and

EEHS112

or
EEHS01B

ECTL212 Teaching and Learning Strategies 08 6 NONE

EFPL212 Foundation Phase Studies (Literacy 12 6 ELLZ111

2B)

EFPN212 Foundation Phase Studies 12 6 ESFN112

(Numeracy 2B)

EFPS212 Foundation Phase Studies 2B (Life 12 6 EEHS112

Skills)

EALM311 School Leadership and Management 08 6 NONE

ECAE311 Assessment in Education 08 6 NONE

EFPL311 Foundation Phase Studies (Literacy 08 6 EFPL211

3A)
EFPL212

and

ELLZ02A

or

ELLG02B

EFPN311 Foundation Phase Studies 08 6 ESFN111

(Numeracy 3A)

EFPS311 Foundation Phase Studies (Life Skills 08 6 EEHS111

3)

EDSE312 Society Education Law and School 08 7 NONE

Governance

EFMS312 Comparative Education 08 7 NONE

EFPL312 Foundation Phase Studies (Literacy 08 7 ELLG112

3A)

EFPN312 Foundation Phase Studies 08 7 ESFN112

(Numeracy 3B)

227
EFPS312 Foundation Phase Studies (Life Skills 08 7 EEHS112
3)

EPIE411 Inclusive Education Studies 08 7

ECTP411 Theory and Practice of Curriculum 16 7

Development

EFPL411 Foundation Phase Studies (Literacy 08 7

4A)

EFPN411 Foundation Phase Studies 08 7

(Numeracy 4A)

EFPS411 Foundation Phase Studies (Life Skills 08 7

4)

EAMS412 Management of School Systems and 08 7

Extra-curricular Activities

EPRE412 Introduction to Research in Education 08 7

EFPL412 Foundation Phase Studies (Literacy 08 7

4B)

EFPN412 Foundation Phase Studies 08 7

(Numeracy 4B)

EFPS412 Foundation Phase Studies (Life Skills 08 7

4

ETSE100 School Experience 1 16 5 NONE

ETSE200 School Experience 2 32 6 ETSE100

ETSE300 School Experience 3 32 7 ETSE200

ETSE400 School Experience 4 32 7 ETSE300

228
 FED.2.6.6.2. QUALIFICATION NAME: B. ED EARLY CHILDHOOD DEVELOPMENT AND FOUNDATION PHASE. QUALIFICATION CODE: EBEDEF
First semester First semester First semester First semester
Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr Module code Core/ Cr

Ancillary/ Ancillary/ Ancillary/ Ancillary/

ELLL111 ElectiveC 08 EPDL211 Electives C 08 EALM311 Elective C 08 EPIE411 C

Electives 08
EFIT111 C 08 EFPL211 C 12 ECAE311 C 08 ECTP411 C 16
ELLZ111 C 16 EFPN211 C 12 EFPL311 C 08 EFPL411 C 08
EEHS11 C 08 EFPS211 C 12 EFPN311 C 08 EFPN411 C 08
ESFN111 C 16 EFPS311 C 08 EFPS411 C 08
Total 1st 56 Total 1st 44 Total 1st 40 Total 1st 48
semester
Year Level 1 semester
Year level 2 semester
Year level 3 semester
Year level 4
Second Second Second Second
semester semester semester semester
Old Module Core/ Cr Old Module Core/ Cr Old Module Core/ Cr Old Module Core/ Cr
code code code code
ESCL112 C
Ancillary/ 08 ECTL212 Ancillary/ C 08 EDSE312 Ancillary/ C 08 EAMS412 C
Ancillary/ 08
(NO INTAKE-
EPHA112 C 08 (NO INTAKE-
EFPL212 C 12 (NO INTAKE-
EFMS312 C 08 (NO INTAKE-
EPRE412 C 08
REPEATERS Elective REPEATERS Electives SENIOR only) Elective SENIOR Electives
ELLG112
only) C 16 EFPN212
only) C 12 EFPL312 C 08 EFPL412
only) C 08
EEHS112 C 08 EFPS212 C 12 EFPN312 C 08 EFPN412 C 08
ESFN112 C 16 C EFPS312 C 08 EFPS412 C 08
Total 2nd 56 Total 2nd 44 Total 2nd 40 Total 2nd 40
semester semester semester semester
Year Modules
Year Level 1 Year level 2 Year level 3 Year level 4
ETSE100 C 16 ETSE200 32 ETSE300 32 ETSE400 32
Year module 16 Year module 32 Year module 32 Year module 32
credits credits credits credits

Total year level 128 Total year 120 Total year 112 Total year 120
1 level 2 level 3 level 4
Total credits for the curriculum
480

229
FED.2.6.6.3. MODULE OUTCOMES FOR EBEDEF

EARLY CHILDHOOD DEVELOPMENT AND FOUNDATION PHASE TEACHING -

SEMESTER COURSES

Module Semester 1: ELLZ111 NQF Semester 2: ELLG112 NQF

code:- level: 5 level: 5

Title: Language, Literacy and Communication Title: Language, Literacy and

1A (HL IsiZulu) Communication 1B (1st Add
Language English)

Content: Identifying and processing written and Content: Identify and process
spoken/ speech sound of IsiZulu Language. English written and spoken speech.
Recognizing and handling IsiZulu morphemes. Recognize and handle English
Defining and classifying IsiZulu words/lexis. morphemes. Define and classify
IsiZulu sentence classification, construction and English words/lexis. Classify and
analysis. Classification of IsiZulu spoken and construct and analyse different kinds
written discourse into texts and genres. of sentences. Classify English
Application of the NCS principles to IsiZulu discourses into texts and genres;
language structure and use. and apply the NCS (National
Curriculum Statement) principles to
English language structures and
use.

Module outcomes: Module outcomes:

This module aims to expose the student- By the end of the module, students
educators to IsiZulu basic knowledge, skills and should be equipped with: - with
values that will enable them to facilitate their own linguistic knowledge and
academic learning and IsiZulu language communication skills that will enable
education. them to, facilitate their own academic
learning, and teach effectively in the
Foundation Phase.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative group assessment through is assessed by means of formative
presentations and displays = 10%. Formative group assessment through
written academic essay(s) = 20%. Formative presentations and displays = 10%.
written test =20%. Summative formal written Formative written academic essay(s)
examination = 50%. = 20%. Formative written test =20%.
Summative formal written
examination = 50%.

Module Semester1:EEHS111 NQF Semester 2: EEHS112 NQF

code:- level: 5 level: 5

Title: Human and Social Sciences 1A (History) Title: Human And Social Sciences
1B (Geography)

Content: Elements of history. History, empath, Content: The nature and scope of
facts, truth, and interpretation history as a science school Geography. Effective
history and morality, objectivity and causation in Geography teaching. Basic
history. Value history. Approached strategies. principle of good Geography
Cultures and economy. Stone age people. Retief teaching and learning aids
Confrontation. Value of various source material. environment, teaching essential
Project and assignments, essay writing. Local facts, note teaching and note
history, historical excursions and museum visits. making, worksheet, diagrams and
Lesson planning, teaching, questioning in history sketches, outdoor experience,
subject policies, daily plan
evaluation and assessment.

230
Module outcomes: Module outcomes:
The module prepares the students to develop By the end of the module, students
competencies to effectively teach history and be should be equipped with: -ability to
well grounded in knowledge, values, skills, apply their knowledge of Weather
principles, methods and procedures relevant to and Environment aspects. It also
the discipline it shows the important role in the aims to inform the student on how
issues related to transformation within the learning area, Geography
communities, social science involves the study of reflects in our daily lives
change and development in society, promoting
the methodology in which skills, concept and
attitudes play a dominant role.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative group assessment through is assessed by means of formative
presentations and displays = 10%. Formative group assessment through
written academic essay(s) = 20%. Formative presentations and displays = 10%.
written test =20%. Summative formal written Formative written academic essay(s)
examination = 50%. = 20%. Formative written test =20%.
Summative formal written
examination = 50%.

Module Semester1:ESFN111 NQF Semester 2: ESFN112 NQF

code:- level: 5 level: 5

Title: Numeracy, Natural Sciences and Title: Numeracy, Natural Sciences

Technology Education 1A And Technology Education 1B

Content: The content focus is on Numbers and Content: The technological

number systems, Integers, Fractions, process as a problem solving
Percentage, Decimals, Exponents and the process. The integration of literacy
Cartesian plane in the technological process. Life
Science concepts for Foundation
Phase learners.

Module outcomes: Module outcomes:

The aim of this module is to provide a foundation This module is aimed at introducing
of basic mathematics for Foundation Phase Foundation phase student teachers
teacher educators in preparation for the topics to the science and technological
covered in the Foundation Phase curriculum and process, with a focus on the
also as background information to be applied in integration of literacy, numeracy,
the Natural Science and Technology aspect of the creativity and science concepts
module within a problem based context
which is solved by following the
technological process. A project
approach is taken to solve the
problem and the solution is
communicated in a design folio
which incorporates aspects of
graphic communication

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of continuous assessment includes a is assessed by means of
test, assignment and an exam which will be continuous formative assessment
written at the end of the semester through online activities which
provide instantaneous feedback.
These online assessment tasks are
counted as a small percentage of
the CASS mark. Summative
assessment includes an individual
test and a design folio completed as
a group.

231
Module Semester 1: EFPL211 NQF Semester 2: EFPL212 NQF
code:- level: 6 level: 6

Title: : Foundation Phase Studies (Literacy 2A) Title: Foundation Phase Studies
(Literacy 2B)

Content: - Content:
− Reading, viewing, and thinking skills
− Reading/ viewing and critically − Introduction to Literature
analysing fiction
− Analysing Prose: a short
− (Literary narrative in prose or verse story/Novel/Riddles, Rhymes,
Songs
− Interpreting and employing
approaches to prose, short story, − Analysing Drama/Play
essay formal and informal essay,
novel, poetry and drama study − Analysing Poetry

− Diction − Concept to be mastered in

Literature
− Reading/ viewing and critically
analysing non-fiction − Developing resources

− Traditional Literature

− Unpacking the Curriculum

− Planning and lesson design

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - with isiZulu reading, viewing, should be equipped with: - with
thinking skills and values that with enable them to English reading, viewing, thinking
interpret, employ approaches to literary text skills and values that will enable
analysis and criticism. them to facilitate their own English
academic learning and home
language education.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination. attendance and participation and
summative assessment through an
internally moderated final
examination.

Module Semester1:EFPN211 NQF Semester 2: EFPN212 NQF

code:- level: 6 level: 6

Title: Foundation Phase Studies (Numeracy 2A) Title: : Foundation Phase

Studies(Numeracy 2B)

Content: Developing numeracy, emergent Content: Number operations and

numeracy, theories underpinning the teaching of relationships, rational counting
Numeracy, The notion of different kinds of activities, developing a strong
knowledge, the notion of mathematical sense of number, representation of
proficiency, the associated sequence of teaching numbers through symbols and the
activities, play as a strategy to teach interpretation of symbols, patterns,
mathematics, the role of problem solving, unpacking the mathematics
organizing the numeracy classroom Curriculum (CAPS), planning,
developing resources, assessment
in mathematics (number
operations, relationships, patterns).

232
Module outcomes: Module outcomes:
By the end of the module, students should be By the end of the module, students
equipped with: - easy grasping of strategies of should be equipped with: - content
teaching numeracy to young children. Students will needed to teach numeracy. Students
also be introduced to methods of organizing a will be introduced to planning
numeracy classroom. presentation and assessing learners
in numeracy.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination. attendance and participation and
summative assessment through an
internally moderated final
examination.

Module Semester1:EFPS211 NQF Semester 2: EFPS212 NQF

code:- level: 6 level: 6

Title: : Foundation Phase Studies 2A (Life Skills) Title: Foundation Phase Studies 2B
(Life Skills)

Content: Matter and materials. Planet earth and Content: Personal and social well-
beyond. Scientific and technological process being, personal development,
skills. The process of enquiry. Unpacking the social development, social health,
curriculum (CAPS), planning and design of emotional health, relationships with
lessons, developing resources, and assessing other people and environment
science and technology in the foundation including values and attitudes,
health and safety, violence, abuse
and environmental health, nutrition,
communicable diseases, unpacking
the curriculum (CAPS), developing
resources, assessment.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - with basic knowledge and should be equipped with: -
methodology for life skills in the foundation phase. understanding of personal and social
Some science content knowledge as well as problems and the impact these
science and technology process skills will be issues have in the lives of individuals.
developed, as well as teaching, planning and
assessment of science and technology in the
foundation phase.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of continuous formative assessment is assessed by means of formative
through online activities which provide assessment through tests,
instantaneous feedback. These online assignments, teaching journals,
assessment tasks are counted as a small attendance and participation and
percentage of the CASS mark. Summative summative assessment through an
assessment includes an individual test and an internally moderated final
inquiry based lesson plan as a group (This lesson examination.
planning assignment is linked to the second year
teaching practice module).

Module Semester 1: EFPL311 NQF Semester 2: EFPL312 NQF

code:- level: 6 level: 7

233
Title: Foundation Phase Studies (Literacy 3A Title: Foundation Phase Studies
(Literacy 3B

Content: Reading and viewing, views on reading Content: Writing, developing

readiness programme, Behaviourist and writing, types of text, assessing
Psycholinguistic, views, reading methods and writing, handwriting, the
approaches, balanced reading approaches, development of writing, approaches
arranging a reading corner, unpacking the to the teaching of handwriting,
Curriculum, planning and lesson design, unpacking the curriculum, planning
assessment of reading and viewing, parental and lesson design, assessing of
involvement in the teaching of reading writing and handwriting.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - knowledge of curriculum policy. should be equipped with: - writing
Students will learn to teach reading and phonic, and handwriting skills and also
different approaches to teach reading as well as empower them with the strategies of
planning presenting and assessing learners in the teaching and assessing these skills
Foundation phase. to young learners

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination. attendance and participation and
summative assessment through an
internally moderated final
examination.

Module Semester1:EFPN311 NQF Semester 2: EFPN312 NQF

code:- level: 6 level: 7

Title: Foundation Phase Studies (Numeracy 3B) Title: Foundation Phase Studies
(Numeracy 3B)

Content: Space and shape (Geometry), the van Content: Measurement, unpacking
Hiele levels of geometric reasoning and related the mathematics Curriculum
teaching, language in the teaching of (CAPS) (Measurement), planning,
Mathematics, integrating Mathematics with developing resources, assessing
Language and Life Skills, unpacking the measurement.
mathematics Curriculum (CAPS), planning,
developing resources, assessment in
mathematics.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - understanding of geometry and will be able to develop content
the teaching of geometric concepts and to enable knowledge of the concept of
the cross-curricular integration of mathematics measurement to be used as the
through working with contexts. foundation upon which pedagogical
content knowledge will be built.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination. attendance and participation and
summative assessment through an
internally moderated final
examination.

234
Module Semester1:EFPS311 NQF Semester 2: EFPS312 NQF
code:- level: 6 level: 7

Title: Foundation Phase Studies (Life Skills 3) Title: Foundation Phase Studies
(Life Skills 3)

Content: Beginning knowledge. Personal and Content: Physical education.

social well-being. Creative arts. Principles, Encouraging motor development.
strategies and assessment. Unpacking the Goal motor of physical
curriculum (CAPS) planning, assessment, development programs. Gross
resource development in Life Skills. motor development in early
childhood. Standards for physical
education. Physical education
activities. Skill activities. Health
nutrition and safety education.
Substance abuse and HIV/AIDS
nutrition education. Integration
physical education with other
subject. Planning lesson teaching
learning assessment.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - the ability to critically analyse the should be equipped with: - the base
concepts of Life Skills within the context of early content knowledge to be physical
childhood development, developing students’ education to foundation phase
cognitive abilities professionally. To demonstrate learners as well as teaching
knowledge and understanding of planning strategies, planning, presentation
teaching and assessing the components of Life and assessment skills.
Skills education.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination attendance and participation and
summative assessment through an
internally moderated final
examination

Module Semester1:EFPN411 NQF Semester 2: EFPN412 NQF

code:- level: 7 level: 7

Title: Foundation Phase Studies (Numeracy 4A) Title: Foundation Phase Studies
(Numeracy 4B)

Content: Science concept development in an Content: Mathematics and

integrated STEM lesson. Measurement, Data Research, challenges in the
handling. Unpacking the mathematics Curriculum teaching of numeracy, attributes of
(CAPS), planning and designing of lesson plan, a good numeracy teacher,
developing resources, and assessment of recording of numeracy activities.
measurement, and data handling in the
foundation phase.

Module outcomes: By the end of the module, Module outcomes: This module
students should be equipped with: - knowledge prepares the students for research in
and skills for the teaching of mathematics mathematics, critiquing research
focusing on measurement, data handling and articles and identifying problems that
basic statistics in an integrated STEM approach. need to be investigated. This module
will also equip students with
knowledge on the qualities of a good
teacher.

235
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of
assignments, teaching journals, attendance and examination,.
participation and summative assessment through
an internally moderated final examination

Module Semester 1: EFPL411 NQF Semester 2: EFPL412 NQF

code:- level: 7 level: 7

Title: Foundation Phase Studies (Literacy 4A) Title: Foundation Phase Studies
(Literacy 4B)

Content: Content:

− Foundation of Language Teaching Phonics, language structure and

use, children literature, language
− Language knowledge (Linguistics as a and research, dealing with linguistic
scientific study of the language) diversity in the Foundation Phase,
Language in Education Policy.
− Description of Language as a system for
human communication)

− The grammar of language

− Language lessons

− Graphic and semantic organisers

− Drawing and graphic presentation

− Thinking and reasoning, use of poetry

− Unpacking the Curriculum

− Planning and lesson design

− Traditional literature/

− Assessing thinking and reasoning.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - ability to use the language to think should be able to: mediate learning
and reason, interpreting pictures, drawings, and through the correct usage of
other graphic presentations. The module will also grammar. Students will be
prepare them to teach this skill in the Foundation developed in selecting literature that
Phase. is age appropriate and will also
prepare them teach literature to
Foundation Phase learners.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of formative
assignments, teaching journals, attendance and assessment through tests,
participation and summative assessment through assignments, teaching journals,
an internally moderated final examination. reflections, attendance and
participation and summative
assessment through an internally
moderated final examination.

Module Semester1:EFPS411 NQF Semester 2: EFPS412 NQF

code:- level: 7 level: 7

236
Title: Foundation Phase Studies (Life Skills 4A ) Title: Foundation Phase Studies
(Life Skills 4B)

Content: Teaching mathematics and languages Content: Principles that inform the
in the context of life skills, Thematic approach, teaching of physical education in
creating free play tables in the classroom, the foundation phase. Planning a
organizing a theme table, resource development, lesson for physical education in the
Management of HIV/AIDS in the Foundation foundation phase. Making
Phase, Life skills and HIV/AIDS, Sexuality equipment from waste. Human
education in the Foundation Phase, Health muscle and skeletal system.
Promoting Schools (HPS). Practical component.

Module outcomes: Module outcomes:

By the end of the module, students should be By the end of the module, students
equipped with: - ability on using integrated should be equipped with: - physical
teaching using a thematic approach to teach education for the foundation phase.
Mathematics and Languages

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module

by means of formative assessment through tests, is assessed by means of
assignments, teaching journals, attendance and continuous formative assessment
participation and summative assessment through through online activities which
an internally moderated final examination. provide instantaneous feedback.
These online assessment tasks are
counted as a small percentage of
the CASS mark. Summative
assessment includes an individual
test and a physical education
lesson presentation.

237
FED.2.6.6.4. MODULE CONTENT AND OUTCOMES FOR EBEDEF

EARLY CHILDHOOD DEVELOPMENT AND FOUNDATION PHASE - YEAR

COURSES

Module code:- Year Level 1: ETSE100 NQF level: 5

Title: School Experience 1

Content: Learning from practice (observation and simulated classroom practice/ lesson
demonstrations) (Practical and subject pedagogical knowledge).

Module outcomes: This module aims to expose students to the school experience from
the perspective of a teacher, in the care of a school mentor

Method of delivery: Full Time

Assessment modes: This module is assessed during the school based professional
practicum orientation week in August/September, the school prepares a confidential
report on the student teacher’s attitude and professional conduct, which is submitted to
the coordinator

Module code:- Year Level: ETSE200 NQF level: 6

Title: School Experience 2

Content: Learning in practice (lesson demonstrations/ simulated classrooms and

observation with limited lessons in teaching two subjects/ university based and school
based) ( practical knowledge and subject pedagogical knowledge).

Module outcomes:
The purpose of this module is to give students the opportunity to critical observe and
creatively reflect on the school experience.

Method of delivery: Full Time

Assessment modes: In their 2nd year, B Ed students undergo home school based
professional practicum for 2 weeks in the first semester, and for 1 week in the second
semester during the recess week. A school Observation Journal, with a collection of
assignments and practical activities will be used as an observation instrument. Reflections
on themes/presentations based on the students’ observation experiences are made as
well as reflective essays written on observed experiences. The focus is on how to improve
the observed experiences for future implementation

Module code:- Year Level 3: ETSE300 NQF level: 7

Title: School Experience 3

Content: Work Integrated Learning. Conducting of all classroom activities in addition

to teaching of lessons from two subjects school -based (practical and subject content
pedagogical knowledge).Students will be able to plan, prepare and implement a lesson,
learning from and through experience.

Module outcomes:

The aim is for the student to have the opportunity to be exposed to a whole range of
experiences, and be able to develop the knowledge, skills and values required of a
professional and passionate teacher. Students will develop a variety of teaching-
assessment strategies, methods and essential teaching skills.

Method of delivery: Full Time

Assessment modes: This module is assessed by means of a 6-week cluster based

professional practicum in the second semester. Lecture and mentor evaluations. Peer
and self-assessment

Module code:- Year Level 4: ETSE400 NQF level: 7

238
 Title: : School Experience 4

Content: School based teaching practice (3 weeks) subject mentor university

supervised + action research (reflecting on own practice and that of the mentors
(practical/ subject content pedagogical/ situational knowledge).
Module outcomes:
The aim is to let the student develop and produce a high quality action research based
portfolios of evidence
Method of delivery: Full Time

Assessment modes: This module is assessed by means of a portfolio based on a

Teaching and Learning Committee –approved framework linking theory and
experiences, formative assessment principles, rubric-assessed, submitted before the
end of October and externally examined.

FED.3. POSTGRADUATE CERTIFICATE IN EDUCATION (PGCE)

Postgraduate Certificate in Education (PGCE) is summarised below for the convenience
of prospective student teachers. However, students should not neglect consulting the
PGCE handbook of the Faculty of Education for complete information.

FED.3.1. NATURE AND AIMS OF THE PGCE

The PGCE serves as a professional ‘capping’ qualification for candidates who have
completed an appropriate 360 or 480 credits Bachelor’s degree and would like to join the
education profession. With this certificate an educator can teach from Grade 7 to Grade
12.

FED.3.2. DURATION OF STUDIES

The minimum duration of the study is one (1) year and the maximum duration is two (2)
years.
I. METHOD OF DELIVERY

This qualification can be taken only full-time. Contact the Faculty of Education for more
information.
FED.3.3. ADMISSION REQUIREMENTS

A first university degree or relevant qualification of at least 360 credits with two recognised
school subjects in that qualification. Students must also be able to take two (2)
methodologies in order to obtain the PGCE qualification. The curriculum of the certificate
must be structured as follows:
Recognised school subject/learning area at level 3 + recognised school subject/learning
area at level 2. Students must enrol for the methodologies of the subject in which he/she
obtained the highest qualification. It is compulsory for PGCE students to do their WIL in a
high school (Gr 8 -12)

239
FED.3.4. QUALIFICATION NAME: POST GRADUATE CERTIFICATE IN EDUCATION.

FED.3.4.1. 3PGFT1 (FET) AND 3PGFS2 (SP & FET)

First semester

Module code Core/Ancillary/Elective Cr Pre/Co

re-requisite
3DST101 C 8 NONE

3DST121 C 8 NONE

3DCO101 C 8 NONE

3GPE101 C 8 NONE

Total 1st semester 32

Second semester

Module code Core/Ancillary/Elective Cr Pre/Co re-requisite

(PIPELINES)
3DST102 C 8 NONE

3DST122 C 8 NONE

Total 1st semester 16

Year Modules

Module code Core/Ancillary/Elective Cr Pre/Co re-requisite

(PIPELINES)
3LCA100 C 8 NONE

3LCZ100 C 8 NONE

3LCS100 C 8 NONE

3SIC100 C 8 NONE

3LTL100 C 8 NONE

Subject Education 1 E 10 At least 24 Credits at NQF

level 7 for an FET subjects

Subject Education 2 E 10 At least 24 Credits at NQF

level 7 for an FET subjects

3PSE101 c 8 NONE

Subject Education 1 E 10 At least 24 Credits at NQF

level 7 for an FET subjects

Subject Education 2 E 10 At least 24 Credits at NQF

level 7 for an FET subjects
3EPSE102 C 8 NONE

Total Year level 96

credits

Overall Total of 144

Credits

240
FED.3.4.2. MODULE LIST WITH NQF LEVELS AND CREDITS - 3PGFT1 & 3PGSF2

Electives Modules for EPGFT1 and EPGSF2

New Module code Descriptive name Credits NQFL

3MAC101 Accounting Education A (FETT) 10 7

3MAC 102 Accounting Education B(FETT) 10 7

3MAF101 Afrikaans Language Education A(FETT) 10 7

3MAF102 Afrikaans Language Education B(FETT) 10 7

3MBS101 Business Studies Education A (FETT) 10 7

3MBS102 Business Studies Education B (FETT) 10 7

3MCS101 Computer Application Technology Education 10 7

A (FETT)

3MCS102 Computer Application Technology Education 10 7

B (FETT)

3MEC101 Economics Education A(FETT) 10 7

3MEC102 Economics Education B(FETT) 10 7

3MGD101 Engineering Graphic Design Education A 10 7

(FETT)

3MGD102 Engineering Graphic Design Education B 10 7

(FETT)

3MEN101 English Home language Education A (FETT) 10 7

3MEN102 English Home language Education B(FETT) 10 7

3MEF101 English 1st Additional Language Education 10 7

A(FETT)

3MEF102 English 1st Additional Language Education 10 7

B(FETT)

3MGE101 Geography Education A(FETT) 10 7

3MGE102 Geography Education B(FETT) 10 7

3MHY101 History Education A(FETT) 10 7

3MHY 102 History Education B(FETT) 10 7

3MZU101 IsiZulu Home Language Education A(FETT) 10 7

3MZU102 IsiZulu Home Language Education B(FETT) 10 7

st
3MZA101 IsiZulu 1 Additional Language Education 10 7
A(FETT)

3MZA102 IsiZulu 1st Additional Language Education 10 7

B(FETT)

3MLO101 Life Orientation Education A(FETT) 10 7

3MLO102 Life Orientation Education B(FETT) 10 7

3MLS101 Life Sciences Education A(FETT) 10 7

3MLS102 Life Sciences Education B(FETT) 10 7

241
3MMA102 Mathematics Education A(FETT) 10 7

3MMA102 Mathematics Education B(FETT) 10 7

3MPS101 Physical Science Education A(FETT) 10 7

3MPS102 Physical Science Education B(FETT) 10 7

3MTO101 Tourism Education A(FETT) 10 7

3MTO102 Tourism Education B (FETT) 10 7

3MEM101 Economics & Management Sciences 10 7

Education A(SP)

3MEM102 Economics & Management Sciences 10 7

Education B(SP)

3MEL101 English Home language Education A(SP) 10 7

3MEL102 English Home language Education B(SP) 10 7

st
3MEG101 English 1 Additional Language Education 10 7
A(SP)

3MEG102 English 1st Additional Language Education 10 7

B(SP)

3MHS101 Social Sciences Education A(SP) 10 7

3MHS102 Social Sciences Education B(SP) 10 7

3MZH101 IsiZulu Home Language Education A(SP) 10 7

3MZH102 IsiZulu Home Language Education B(SP) 10 7

st
3MZF101 IsiZulu 1 Additional Language Education 10 7
A(SP)

3MZF102 IsiZulu 1st Additional Language Education 10 7

B(SP)

3MLG101 Life Orientation Education A(SP) 10 7

3MLG102 Life Orientation Education B(SP) 10 7

3MMG101 Mathematics Education A(SP) 10 7

3MMG102 Mathematics Education B(SP) 10 7

3MNS101 Natural Sciences Education A(SP) 10 7

3MNS102 Natural Sciences Education B(SP) 10 7

3MTK101 Technology Education A(SP) 10 7

3MTK102 Technology Education B (SP) 10 7

New Module code Descriptive name Credits NQFL

3DST101 Education Studies 1A(Sociology, Philosophy 8 7

and History)

3DST102 Education Studies 1B(Curriculum 8 7

Development)

3DST121 Education Studies 2A (Educational Psycholo 8 7

242
 3DST122 Education Studies 2B (Educational 8 7
Managem

3LCA100 Conversational Language for Teachers - 8 5

Afrikaans

3LCZ100 Conversational Language for Teachers – 8 5

IsiZulu

3LCS100 Conversational Language for Teachers – 8 5

Sesotho

3DCO101 Education in Context 8 7

3SIC100 ICT Skills for Teachers 4 5

3LTL100 English Language for Teaching and Learning 8 5

3GPE101 General Pedagogy A(Teaching, Learning 8 7

and Assessment)

New Module code Descriptive name Credits NQFL

3PSE101 School Experience A 8 7

3PSE102 School Experience B 24 7

FED.3.4.3. MODULE CONTENT AND OUTCOMES FOR PGCE – SEMESTER MODULES -

3PGFT1 & 3PGSF2

ELECTIVES MODULES

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMAC101 3MAC101 EMAC102 3MAC 102

Title: Title: Accounting Education A (FET)

1. Management of Accounting teaching and Content: 1. Foundations of teaching and

learning in school learning in Accounting
− Use elementary statistical information to
manage teaching, learning and assessment − History of Accounting teaching and
activities learning
2. Curriculum differentiation and adaptive 2. Accounting Education policy documents
teaching in Accounting
− Subject policy documents
− Barriers to learning and development 3. Teaching and learning strategies in
− Designing differentiated learning activities Accounting
3. Classroom research in Accounting
− Teaching and Learning theories
− Use Action research in Accounting
− Teaching and learning strategies
− Use of research literature to improve
classroom practice 4. Assessment in Accounting
4. Develop pedagogical content knowledge in
Accounting − Assessment strategies
5. Lesson design in Accounting
− Epistemology
5. Pre-conceptions in Accounting − Lesson design
6. Learning and Teaching Support Materials
− Identify pre-conceptions in Accounting
− Address learners’ pre- conceptions
6. Critique curriculum policies in Accounting

− Principles underpinning and guiding the

curriculum

243
 − Opportunities for linking teaching, learning,
assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for inclusion
of children from culturally and linguistically
diverse backgrounds with different learning
needs Critique
− Principles underpinning and guiding the
curriculum
− Opportunities for linking teaching, learning,
assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for inclusion
of children from culturally and linguistically
diverse backgrounds with different learning
needs
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to: students will be able to:

− Demonstrate knowledge and − Demonstrate knowledge and

understanding of the foundations of understanding of the foundations of
teaching and learning in Accounting. teaching and learning in Accounting.
− Demonstrate knowledge and − Demonstrate knowledge and
understanding of the relevant policies in understanding of the relevant policies
Accounting teaching and learning. in Accounting teaching and learning.
− Select and use appropriate strategies, − Select and use appropriate strategies,
methods and techniques in the teaching methods and techniques in the
and learning of Accounting. teaching and learning of Accounting.
− Design appropriate lesson plans in − Design appropriate lesson plans in
Accounting taking into account theories of Accounting taking into account
teaching, learning, child development and theories of teaching, learning, child
curriculum needs. development and curriculum needs.

− Design appropriate assessment strategies − Design appropriate assessment

in Accounting. strategies in Accounting.
− Design, select and adapt appropriate − Design, select and adapt appropriate
teaching and learning support materials for teaching and learning support
Accounting materials for Accounting.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 5 level: 5
EMAF101 3MAF101 EMAF102 3MAF102

Title: Afrikaans Language Education A Title: Afrikaans Language Education B

Content: Content:

1. Foundations of teaching and learning in 1. Management of Afrikaans teaching and

Afrikaans learning in school
− Use elementary statistical information
− History of Afrikaans teaching and learning to manage teaching, learning and
2. Afrikaans Language Education policy assessment activities
documents 2. Curriculum differentiation and adaptive
teaching in Afrikaans
− - Subject policy documents
− Barriers to learning and development
3. Teaching and learning strategies in Afrikaans
− Designing differentiated learning
− - Teaching and Learning theories activities

244
− - Teaching and learning strategies 3. Classroom research in Afrikaans

4. Assessment in Afrikaans Language − Use Action research in Afrikaans

− Use of research literature to improve
- Assessment strategies classroom practice
5. Lesson design in Afrikaans − Develop pedagogical content
knowledge in Afrikaans
- Lesson design − Epistemology
5. Pre-conceptions in Afrikaans
6. Learning and Teaching Support Materials
− Identify pre-conceptions
− Address learners’ pre- conceptions
6. Critique curriculum policies in Afrikaans

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
− Principles underpinning and guiding
the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs
Module outcomes: Module Outcomes Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in Afrikaans. assessment in Afrikaans.
− Demonstrate knowledge and understanding − Demonstrate competence in assessing
of the relevant policies in Afrikaans teaching and monitoring learner progress and
and learning. achievement in Afrikaans.
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the teaching improve teaching and learning of
and learning of Afrikaans Afrikaans.
− Design appropriate lesson plans in − Adapt lessons and assessment tasks
Afrikaans taking into account theories of to accommodate learners with different
teaching, learning, child development and learning problems in Afrikaans.
curriculum needs. − Demonstrate competence to learn from
available research in order to improve
− Design appropriate assessment strategies teaching in the Afrikaans classroom
in Afrikaans. and to enhance his/her own academic
− Design, select and adapt appropriate learning.
teaching and learning support materials for − Develop content knowledge to plan,
Afrikaans implement and assess effective
teaching and learning experiences in
Afrikaans.
− Evaluate curriculum policies in
Afrikaans.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

245
 Module Semester 1: NQF Semester 2: NQF
code:- level: 7 level: 7
EMBS101 3MBS101 EMBS102 3MBS102

Title: Business Studies Education A Title: Business Studies Education B

Content: Content:

1. Foundations of teaching and learning in 1. Management of Business Studies

Business Studies teaching and learning in school
− Use elementary statistical information to
• History of Business Studies teaching and learning manage teaching, learning and assessment
activities
2. Business Studies Education policy documents
2. Curriculum differentiation and adaptive
Subject policy documents teaching in Business Studies

−
3. Teaching and learning strategies in Business Barriers to learning and development
Studies − Designing differentiated learning activities
3. Classroom research in Business Studies
Teaching and Learning theories
− Use Action research in Business Studies
Teaching and learning strategies − Use of research literature to improve
classroom practice
4. Assessment in Business Studies
4. Develop pedagogical content knowledge
Assessment strategies in Business Studies

5. Lesson design in Business Studies − Epistemology

5. Pre-conceptions in Business Studies
Lesson design
− Identify pre-conceptions
6. Learning and Teaching Support Materials −in Address learners’ pre- conceptions
Business Studies 6. Critique curriculum policies in Business
Studies

• Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching, learning,
assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

− Demonstrate knowledge and • Use elementary statistical information to

understanding of the foundations of manage teaching, learning and
teaching and learning in Business assessment in Business Studies.
Studies. • Demonstrate competence in assessing
− Demonstrate knowledge and and monitoring learner progress and
understanding of the relevant policies achievement in Business Studies.
in Business Studies teaching and • Use the results of assessment to
learning. improve teaching and learning of in
Business Studies.
246
 − Select and use appropriate strategies, • Adapt lessons and assessment tasks to
methods and techniques in the accommodate learners with different
teaching and learning of Business learning problems in Business Studies.
Studies • Demonstrate competence to learn from
− Design appropriate lesson plans in available research in order to improve
Business Studies taking into account teaching in the Business Studies
theories of teaching, learning, child classroom and to enhance his/her own
development and curriculum needs. academic learning.
• Develop content knowledge to plan,
− Design appropriate assessment implement and assess effective
strategies in Business Studies. teaching and learning experiences in
− Design, select and adapt appropriate Business Studies.
teaching and learning support • Evaluate curriculum policies in Business
materials for Business Studies. Studies.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMCS101 NQF Semester 2: EMCS102 NQF

code:- 3MCS101 level: 6 3MCS102 level: 6

Title: Computer Application Technology Title: Computer Application Technology

Education A Education (CAT) B

Content: Content:

1. Foundations of teaching and learning in 1. Management of CAT teaching and

Computer Application Technology learning in school
Use elementary statistical information to
• History of Computer Application Technology manage teaching, learning and assessment
teaching and learning activities
2. Curriculum differentiation and adaptive
2. Computer Application Technology policy
teaching in CAT
documents
Barriers to learning and development
• Subject policy documents Designing differentiated learning activities
3. Teaching and learning strategies in Computer 3. Classroom research in CAT
Application Technology Use Action research in CAT Use of research
• Teaching and Learning theories literature to improve classroom practice
4. Develop pedagogical content knowledge
• Teaching and learning strategies Epistemology

4. Assessment in Computer Application 5. Pre-conceptions

Technology
Identify pre-conceptions
Assessment strategies Address learners’ pre- conceptions
6. Critique curriculum policies
5. Lesson design in Computer Application
Technology • Principles underpinning and guiding
the curriculum
Lesson design • Opportunities for linking teaching,
learning, assessment and reflection
6. Learning and Teaching Support Materials
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase

247
 • How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and understanding of • Use elementary statistical information

the foundations of teaching and learning in to manage teaching, learning and
Computer Application Technology. assessment in Computer Application
• Demonstrate knowledge and understanding of Technology.
the relevant policies in Computer Application • Demonstrate competence in assessing
Technology teaching and learning. and monitoring learner progress and
• Select and use appropriate strategies, methods achievement in Computer Application
and techniques in the teaching and learning of Technology.
Computer Application Technology • Use the results of assessment to
• Design appropriate lesson plans in Computer improve teaching and learning of in
Application Technology taking into account Computer Application Technology.
theories of teaching, learning, child development Adapt lessons and assessment tasks to
and curriculum needs. accommodate learners with different
learning problems in Computer
• Design appropriate assessment strategies in Application Technology.
Computer Application Technology. • Demonstrate competence to learn from
• Design, select and adapt appropriate teaching available research in order to improve
and learning support materials for Computer teaching in the Computer Application
Application Technology. Technology classroom and to enhance
his/her own academic learning.
• Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
Computer Application Technology.
Evaluate curriculum policies in
Computer Application Technology.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMEC101 NQF Semester 2: EMEC102 NQF

code:- 3MEC101 level: 6 3MEC102 level: 6

Title: Engineering Graphic Design Education Title: Economics Education B (FET)

A (FET)

Content: Content:
1. Foundations of teaching and learning in 1. Economics teaching and learning in
Economics school
− Use elementary statistical information to
• History of Economics teaching and learning manage teaching, learning and assessment
activities
2. Economics Education policy documents
2. Curriculum differentiation and adaptive
• Subject policy documents teaching in Economics

−
3. Teaching and learning strategies in Economics Barriers to learning and development
− Designing differentiated learning activities
• Teaching and Learning theories 3. Classroom research in Economics

• Teaching and learning strategies − Use Action research in Economics Use of

research literature to improve classroom
4. Asse\ssment in Economics practice
4. Develop pedagogical content knowledge
Assessment strategies
in Economics

248
5. Lesson design in Economics − Epistemology
Lesson design
5. Pre-conceptions in Economics
6. Learning and Teaching Support Materials in
Economics − Identify pre-conceptions
− Address learners’ pre- conceptions
6. Critique curriculum policies in Economics

• Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching, learning,
assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for inclusion
of children from culturally and linguistically
diverse backgrounds with different learning
needs Critique
• Principles underpinning and guiding the
curriculum
• Opportunities for linking teaching, learning,
assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
How well the curriculum caters for inclusion
of children from culturally and linguistically
diverse backgrounds with different learning
needs

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and understanding • Use elementary statistical information to

of the foundations of teaching and learning in manage teaching, learning and
Economics. assessment in Economics.
• Demonstrate knowledge and understanding • Demonstrate competence in assessing
of the relevant policies in Economics and monitoring learner progress and
teaching and learning. achievement in Economics.
• Select and use appropriate strategies, • Use the results of assessment to improve
methods and techniques in the teaching and teaching and learning of in Economics.
learning of Economics. • Adapt lessons and assessment tasks to
• Design appropriate lesson plans in accommodate learners with different
Economics taking into account theories of learning problems in Economics.
teaching, learning, child development and • Demonstrate competence to learn from
curriculum needs. available research in order to improve
teaching in the in Economics classroom
• Design appropriate assessment strategies in and to enhance his/her own academic
Economics. learning.
• Design, select and adapt appropriate • Develop content knowledge to plan,
teaching and learning support materials for implement and assess effective teaching
Economics, and learning experiences in Economics.
• Evaluate curriculum policies in
Economics.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMGD101 3MGD101 EMGD102 3MGD102

249
Title: Engineering Graphic Design Education Title: Engineering Graphic Design
A (FET) Education B EGD (FET)

Content: Content:

1. Foundations of teaching and learning in EGD 1. Management of EGD teaching and

learning in school
History of EGD teaching and learning Use elementary statistical information to
manage teaching, learning and assessment
2. EGD Education policy documents
activities
Subject policy documents 2. Curriculum differentiation and adaptive
teaching in EGD
3. Teaching and learning strategies in EGD
Barriers to learning and development
Teaching and Learning theories Designing differentiated learning activities
3. Classroom research in EGD
Teaching and learning strategies
Use Action research in EGD
4. Assessment in EGD Use of research literature to improve
classroom practice
Assessment strategies
4. Develop pedagogical content knowledge
5. Lesson design in EGD in EGD

Lesson design Epistemology

5. Pre-conceptions in EGD
6. Learning and Teaching Support Materials in
EGD Identify pre-conceptions
Address learners’ pre- conceptions
6. Critique curriculum policies in EGD

• Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
• Principles underpinning and guiding the
curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds
with different learning needs
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and • Use elementary statistical information

understanding of the foundations of to manage teaching, learning and
teaching and learning in Engineering assessment in EGD.
Graphic Design. • Demonstrate competence in assessing
• Demonstrate knowledge and and monitoring learner progress and
understanding of the relevant policies in achievement in EGD.
Engineering Graphic Design teaching and • Use the results of assessment to
learning. improve teaching and learning of in
• Select and use appropriate strategies, EGD.
methods and techniques in the teaching • Adapt lessons and assessment tasks
and learning of Engineering Graphic to accommodate learners with different
Design. learning problems in EGD.

250
• Design appropriate lesson plans in • Demonstrate competence to learn from
Engineering Graphic Design taking into available research in order to improve
account theories of teaching, learning, teaching in the EGD classroom and to
child development and curriculum needs. enhance his/her own academic
learning.
• Design appropriate assessment strategies • Develop content knowledge to plan,
in Engineering Graphic Design. implement and assess effective
• Design, select and adapt appropriate teaching and learning experiences in
teaching and learning support materials for EGD.
Engineering Graphic Design. • Evaluate curriculum policies in EGD.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMEN101 NQF Semester 2: EMEN102 NQF

code:- 3MEN101 level: 6 3MEN102 level: 6

Title: English Home Language Education A Title: English Home Language Education
B

Content: Content:

1. Foundations of teaching and learning in English 1. Management of English Home language

language teaching and learning in school
− Use elementary statistical information
• History of English language teaching and to manage teaching, learning and
learning assessment activities
2. Curriculum differentiation and adaptive
• Classical period
teaching in English Home language
• Modern period
− Barriers to English Home language
• Commercial period learning and development
− Designing differentiated language
• Electronic period learning activities
3. Classroom research in English Home
2. English Home language Education curriculum language
policy documents
− Use Action research in English Home
• Subject policy documents language
− Use of research literature to improve
• Language-in-education policy English Home language classroom
• Teaching language skills practice
4. Develop pedagogical content knowledge
• Teaching literary and non- literary texts in English Home language

• Teaching language structures and convention Epistemology

5. Pre-conceptions in English Home
3. Teaching methodologies in English Home language
language
− Identify pre-conceptions
Teaching and Learning theories − Language attitudes
− Address learners’ pre- conceptions
Approaches to teaching English Home language 6. Critique English Home Language
Methods of teaching English Home language curriculum policies in English

The use of ICT in the language classroom • Principles underpinning and guiding
English Home language curriculum
Learning styles • Opportunities for linking teaching,
learning, assessment and reflection in
Teaching and learning strategies English Home language
]4. Assessment in English Home language • Opportunities the curriculum offers for
continuity beyond their phase
• Language assessment practices • How well the curriculum caters for
• Assessment strategies in English Home inclusion of children from culturally and
language linguistically diverse backgrounds with
different learning needs critique

251
 • Questioning skills as assessment in English • Principles underpinning and guiding the
Home language learning curriculum
• Types of questions in English Home • Opportunities for linking teaching,
language learning learning, assessment and reflection
• Educational taxonomies for language • Opportunities the curriculum offers for
learning continuity beyond their phase
• Assessment for learning: critical language • How well the curriculum caters for
awareness inclusion of children from culturally and
• Assessment for learning: understanding key linguistically diverse backgrounds with
literary concepts different learning needs
5. Lesson design in English Home language

• Lesson design
6. Learning and Teaching Support Materials in
English Home Language

• Guidelines for designing effective English

language teaching materials
• Designing and selecting materials for teaching
language skills; language structures and
conventions; literary and non- literary texts
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and understanding • Use elementary statistical information to

of the foundations of teaching and learning manage teaching, learning and
in English Home language. assessment in English Home language.
• Demonstrate knowledge and understanding • Demonstrate competence in assessing
of the relevant policies in English Home and monitoring learner progress and
language teaching and learning. achievement in English Home
• Select and use appropriate strategies, language.
methods and techniques in the teaching • Use the results of assessment to
and learning of English Home language. improve teaching and learning of in
• Design appropriate lesson plans in English English Home language.
Home language taking into account theories • Adapt lessons and assessment tasks to
of teaching, learning, child development accommodate learners with different
and curriculum needs. learning problems in English Home
language.
• Design appropriate assessment strategies • Demonstrate competence to learn from
in English Home language. available research in order to improve
• Design, select and adapt appropriate teaching in the English Home language
teaching and learning support materials for classroom and to enhance his/her own
English Home language. academic learning.
• Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
English Home language.
• Evaluate curriculum policies in English
Home language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMEF101 3MEF101 EMEF102 3MEF102

Title: Afrikaans Language Education A Title: Afrikaans Language Education B

Content: Content:

252
1. Foundations of teaching and learning in 1. Management of Afrikaans teaching and
Afrikaans learning in school
Use elementary statistical information to
History of Afrikaans teaching and learning manage teaching, learning and assessment
activities
2. Afrikaans Language Education policy
2. Curriculum differentiation and adaptive
documents
teaching in Afrikaans
Subject policy documents
Barriers to learning and development
3. Teaching and learning strategies in Afrikaans Designing differentiated learning activities
3. Classroom research in Afrikaans
Teaching and Learning theories
Use Action research in Afrikaans
Teaching and learning strategies Use of research literature to improve
classroom practice
4. Assessment in Afrikaans Language 4. Develop pedagogical content knowledge
in Afrikaans
Assessment strategies
Epistemology
5. Lesson design in Afrikaans
5. Pre-conceptions in Afrikaans
Lesson design
Identify pre-conceptions
6. Learning and Teaching Support Materials Address learners’ pre- conceptions
6. Critique curriculum policies in Afrikaans

• Principles underpinning and guiding

the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

Demonstrate knowledge and understanding of Use elementary statistical information to

the foundations of teaching and learning in manage teaching, learning and assessment
Afrikaans. in Afrikaans.
Demonstrate knowledge and understanding of Demonstrate competence in assessing and
the relevant policies in Afrikaans teaching and monitoring learner progress and
learning. achievement in Afrikaans.
Select and use appropriate strategies, methods • Use the results of assessment to
and techniques in the teaching and learning of improve teaching and learning of
Afrikaans Afrikaans.
• Design appropriate lesson plans in Afrikaans • Adapt lessons and assessment tasks to
taking into account theories of teaching, accommodate learners with different
learning, child development and curriculum learning problems in Afrikaans.
needs. • Demonstrate competence to learn from
available research in order to improve
• Design appropriate assessment strategies in teaching in the Afrikaans classroom and
Afrikaans. to enhance his/her own academic
learning.

253
• Design, select and adapt appropriate • Develop content knowledge to plan,
teaching and learning support materials for implement and assess effective
Afrikaans. teaching and learning experiences in
Afrikaans.
• Evaluate curriculum policies in
Afrikaans.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMGE101 3MGE101 EMGE102 3MGE102

Title: Geography Education A Title: Geography Education B

Content: Content:
1. Foundations of teaching and learning in 1. Management of Geography teaching and
Geography learning in school
Use elementary statistical information to
History of Geography teaching and learning manage teaching, learning and assessment
activities
2. Geography Education policy documents
2. Curriculum differentiation and adaptive
Subject policy documents teaching in Geography

3. Teaching and learning strategies in Geography Barriers to learning and development

Designing differentiated learning activities
Teaching and Learning theories 3. Classroom research in Geography
Teaching and learning strategies Use Action research in Geography
Use of research literature to improve
4. Assessment in Geography classroom practice
4. Develop pedagogical content knowledge
Assessment strategies
in Geography
5. Lesson design in Geography
− Epistemology of Geography
Lesson design − Addressing alternative – pre and
misconceptions
6. Learning and Teaching Support Materials in − Reveal learners’ pre conceptions
Geography − Present an exposing event
− Ask learners to describe or present their
conceptions
− Discuss and evaluate conceptions
− Create conceptual conflict
− Encourage cognitive accommodation
and guide conceptual restructuring
5. Curriculum policy in Geography

Critique curriculum policies in Geography

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,
will be able to: students will be able to:

• Demonstrate knowledge and understanding • Use elementary statistical information to

of the foundations of teaching and learning manage teaching, learning and
in Geography. assessment in Geography.
• Demonstrate knowledge and understanding • Demonstrate competence in assessing
of the relevant policies in Geography and monitoring learner progress and
teaching and learning. achievement in Geography.
• Select and use appropriate strategies, • Use the results of assessment to
methods and techniques in the teaching improve teaching and learning of in
and learning of Geography. Geography.
• Design appropriate lesson plans in
Geography taking into account theories of

254
 teaching, learning, child development and • Adapt lessons and assessment tasks to
curriculum needs. accommodate learners with different
learning problems in Geography.
• Design appropriate assessment strategies • Demonstrate competence to learn from
in Geography. available research in order to improve
• Design, select and adapt appropriate teaching in the Geography classroom
teaching and learning support materials for and to enhance his/her own academic
Geography. learning.
• Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
Geography.
• Evaluate curriculum policies in
Geography.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMHY101 NQF Semester 2: EMHY 102 NQF

code:- 3MHY101 level: 6 3MHY 102 level: 6

Title: History Education A Title: History Education B

Content: Content:
1. Foundations of teaching and learning in History 1. Management of History teaching and
learning in school
History of teaching and learning History Use elementary statistical information to
manage teaching, learning and assessment
2. History Education policy documents
activities
Subject policy documents 2. Curriculum differentiation and adaptive
teaching in History
3. Teaching and learning strategies in History
Barriers to learning and development
Teaching and Learning theories Designing differentiated learning activities
3. Classroom research in History
Teaching and learning strategies
Use Action research in History
4. Assessment in History Use of research literature to improve
classroom practice
Assessment strategies
4. Develop pedagogical content knowledge
5. Lesson design in History in History

Lesson design Epistemology

5. Pre-conceptions in History
6. Learning and Teaching Support Materials in
History Identify pre-conceptions
Address learners’ pre- conceptions
6. Critique curriculum policies in History

• Principles underpinning and guiding

the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase

255
 • How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs
Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

• Demonstrate knowledge and understanding • Use elementary statistical information to

of the foundations of teaching and learning manage teaching, learning and assessment
in History. in History.
• Demonstrate knowledge and understanding • Demonstrate competence in assessing and
of the relevant policies in History teaching monitoring learner progress and
and learning. achievement in History.
• Select and use appropriate strategies, • Use the results of assessment to improve
methods and techniques in the teaching teaching and learning of in History.
and learning of History. • Adapt lessons and assessment tasks to
• Design appropriate lesson plans in History accommodate learners with different learning
taking into account theories of teaching, problems in History.
learning, child development and curriculum• Demonstrate competence to learn from
needs. available research in order to improve
teaching in the History classroom and to
• Design appropriate assessment strategies enhance his/her own academic learning.
in History. • Develop content knowledge to plan,
• Design, select and adapt appropriate implement and assess effective teaching and
teaching and learning support materials for learning experiences in History.
History Evaluate curriculum policies in History.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMZU101 NQF Semester 2: EMZU102 NQF

code:- 3MZU101 level: 6 3MZU102 level: 6

Title: IsiZulu Home Language Education A Title: IsiZulu Home Language Education
B

Content: Content:
1. Foundations of teaching and learning in IsiZulu 1. Management of IsiZulu Home language
language teaching and learning in school
Use elementary statistical information to
• History of IsiZulu language teaching and manage teaching, learning and assessment
learning activities
2. Curriculum differentiation and adaptive
• Classical period teaching in IsiZulu Home language
• Modern period Barriers to IsiZulu Home language learning
and development
• Commercial period
Designing differentiated language learning
• Electronic period activities
3. Classroom research in IsiZulu Home
2. IsiZulu Home Language Education curriculum language
policy documents
Use Action research in IsiZulu Home
• Subject policy documents language
Use of research literature to improve IsiZulu
• Language-in-education policy Home language classroom practice
4. Develop pedagogical content knowledge
• Teaching language skills in IsiZulu Home language
• Teaching literary and non- literary texts Epistemology

256
 • Teaching language structures and 5. Pre-conceptions in IsiZulu Home language
conventions
− Identify pre-conceptions
3. Teaching methodologies in IsiZulu Home − Language attitudes
language − Address learners’ pre- conceptions
6. Critique IsiZulu Home Language
• Teaching and Learning theories curriculum policies in IsiZulu
• Approaches to teaching IsiZulu Home language • Principles underpinning and guiding
IsiZulu Home language curriculum
• Methods of teaching IsiZulu Home language
• Opportunities for linking teaching,
• The use of ICT in the language classroom learning, assessment and reflection in
IsiZulu Home language
• Learning styles • Opportunities the curriculum offers for
continuity beyond their phase
• Teaching and learning strategies • How well the curriculum caters for
inclusion of children from culturally and
4. Assessment in IsiZulu Home language
linguistically diverse backgrounds with
• Language assessment practices different learning needs critique
• Principles underpinning and guiding the
• Assessment strategies in IsiZulu Home curriculum
language • Opportunities for linking teaching,
learning, assessment and reflection
• Questioning skills as assessment in IsiZulu • Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
• Home language learning
inclusion of children from culturally and
• Types of questions in IsiZulu Home language linguistically diverse backgrounds with
learning different learning needs

• Educational taxonomies for language

learning

• Assessment for learning: critical language

awareness

• Assessment for learning: understanding key

literary concepts

5. Lesson design in IsiZulu Home language

Lesson design

6. Learning and Teaching Support Materials in

IsiZulu Home Language

• Guidelines for designing effective IsiZulu language

teaching materials
• Designing and selecting materials for teaching
language skills; language structures and
conventions; literary and non- literary texts
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and understanding • Use elementary statistical information to

of the foundations of teaching and learning in manage teaching, learning and
IsiZulu Home language. assessment in IsiZulu Home language.
• Demonstrate knowledge and understanding • Demonstrate competence in assessing
of the relevant policies in IsiZulu Home and monitoring learner progress and
language teaching and learning. achievement in IsiZulu Home language.

257
• Select and use appropriate strategies, • Use the results of assessment to improve
methods and techniques in the teaching and teaching and learning of in IsiZulu Home
learning of IsiZulu Home language. language.
• Design appropriate lesson plans in IsiZulu • Adapt lessons and assessment tasks to
Home language taking into account theories accommodate learners with different
of teaching, learning, child development and learning problems in IsiZulu Home
curriculum needs. language.
• Demonstrate competence to learn from
• Design appropriate assessment strategies in available research in order to improve
IsiZulu Home language. teaching in the IsiZulu Home language
• Design, select and adapt appropriate classroom and to enhance his/her own
teaching and learning support materials for academic learning.
IsiZulu Home language. • Develop content knowledge to plan,
implement and assess effective teaching
and learning experiences in IsiZulu
Home language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMZA101 NQF Semester 2: EMZA102 NQF

code:- 3MZA101 level: 6 3MZA102 level: 6

Title: IsiZulu Language Education A Title: IsiZulu First Additional Language

Education B

Content: Content:
1. Foundations of teaching and learning in isiZulu 1. Management of IsiZulu First Additional
language teaching and learning in school
History of isiZulu teaching and learning Use elementary statistical information to
manage teaching, learning and assessment
2. IsiZulu First Additional education policy
activities
documents
2. Curriculum differentiation and adaptive
Subject content in First Additional FET policy teaching in IsiZulu First Additional language
documents
Barriers to learning and development
3. Teaching and learning strategies in isiZulu First Designing differentiated learning activities
Additional language contexts
Teaching and Learning theories 3. Classroom research in IsiZulu

Teaching and learning strategies − Use Action research in isiZulu First

Additional language classrooms
− Use of research literature to improve
classroom practice in isiZulu First
4. Assessment in isiZulu First Additional language Additional language
contexts 4. Develop pedagogical content knowledge
Assessment strategies in IsiZulu

5. Lesson design in isiZulu First Additional − Epistemology of IsiZulu as a First

language contexts additional language
− Addressing alternative – pre- mis-
Lesson design conceptions
− Reveal learners’ pre conceptions
6. Learning and Teaching Support Materials in − Present an exposing event
isiZulu First Additional language contexts
− Ask learners to describe or present
Designing and/or selecting materials for teaching their conceptions
language skills; language structures and − Discuss and evaluate conceptions
conventions and literary and non-literary texts. − Create conceptual conflict
− Encourage cognitive accommodation
and guide conceptual restructuring
5. Curriculum policy in IsiZulu First additional
language
Critique curriculum policies in FET IsiZulu
First additional language

258
 Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to: students will be able to:

• Demonstrate knowledge and understanding of • Use elementary statistical information to

the foundations of teaching and learning in IsiZulu manage teaching, learning and
First Additional language. assessment in isiZulu First Additional
• Demonstrate knowledge and understanding of language.
the relevant policies in IsiZulu First Additional • Demonstrate competence in assessing
teaching and learning. and monitoring learner progress and
• Select and use appropriate strategies, methods achievement in IsiZulu First Additional
and techniques in the teaching and learning of language.
IsiZulu First Additional language. • Use the results of assessment to
• Design appropriate lesson plans in IsiZulu First improve teaching and learning of in
Additional language taking into account theories isiZulu First Additional language.
of teaching, learning, child development and • Adapt lessons and assessment tasks to
curriculum needs. accommodate learners with different
learning problems in isiZulu First
• Design appropriate assessment strategies in Additional language.
IsiZulu First Additional language. • Demonstrate competence to learn from
Design, select and adapt appropriate teaching available research in order to improve
and learning support materials for IsiZulu First teaching in the isiZulu First Additional
Additional language. language classroom and to enhance
their own academic learning.
• Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
isiZulu.
• Evaluate curriculum policies in
IsiZulu First Additional language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMLO101 NQF Semester 2: EMLO102 NQF

code:- 3MLO101 level: 6 3MLO102 level: 6

Title: Life Orientation Education A Title: Life Orientation Education B

Content: Content:

1. Foundations of teaching and learning in Life 1. Management of Life Orientation teaching

Orientation and learning in school
Use elementary statistical information to
History of Life Orientation teaching and learning manage teaching, learning and assessment
activities
2. Life Orientation Education policy documents
2. Curriculum differentiation and adaptive
Subject policy documents teaching in Life Orientation

3. Teaching and learning strategies in Life Barriers to learning and development

Orientation Designing differentiated learning activities
3. Classroom research in Life Orientation
Teaching and Learning theories
Use Action research in Life Orientation
Teaching and learning strategies Use of research literature to improve
classroom practice
4. Assesment in Life Orientation 4. Develop pedagogical content knowledge
in Life Orientation
Assessment strategies
Epistemology
5. Lesson design in Life Orientation
5. Pre-conceptions in Life Orientation
Lesson design
Identify pre-conceptions
Address learners’ pre- conceptions

259
6. Learning and Teaching Support Materials in 6. Critique curriculum policies in Life
Life Orientation

• Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
• Principles underpinning and guiding the
curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs
Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to: students will be able to:

• Demonstrate knowledge and • Use elementary statistical information to

understanding of the foundations of manage teaching, learning and
teaching and learning in Life Orientation. assessment in Life Orientation.
• Demonstrate knowledge and • Demonstrate competence in assessing
understanding of the relevant policies in and monitoring learner progress and
Life Orientation teaching and learning. achievement in Life Orientation.
• Select and use appropriate strategies, • Use the results of assessment to improve
methods and techniques in the teaching teaching and learning of in Life
and learning of Life Orientation. Orientation.
• Design appropriate lesson plans in Life • Adapt lessons and assessment tasks to
Orientation taking into account theories of accommodate learners with different
teaching, learning, child development and learning problems in Life Orientation.
curriculum needs. • Demonstrate competence to learn from
available research in order to improve
• Design appropriate assessment strategies teaching in the Life Orientation
in Life Orientation. classroom and to enhance his/her own
• Design, select and adapt appropriate academic learning.
teaching and learning support materials for • Develop content knowledge to plan,
Life Orientation implement and assess effective teaching
and learning experiences in Life
Orientation.
• Evaluate curriculum policies in Life
Orientation.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMLS101 NQF Semester 2: EMLS102 NQF

code:- 3MLS101 level: 6 3MLS102 level: 6

Title: Life Sciences Education A Title: Life Sciences Education B

Content: Content:
1.Foundations of teaching and learning in Life 1. Life Sciences teaching and learning in
Sciences school

260
History of Life Sciences teaching and learning Use elementary statistical information to
manage teaching, learning and assessment
2. Life Sciences Education policy documents activities
Subject policy documents
2. Curriculum differentiation and adaptive
3. Teaching and learning strategies in Life teaching in Life Sciences
Sciences
Barriers to learning and development
Teaching and Learning theories Designing differentiated learning activities

Teaching and learning strategies

3. Classroom research in Life Sciences
4. Assessment in Life Sciences
Use Action research in Life Sciences
Assessment strategies Use of research literature to improve
classroom practice
5. Lesson design in Life Sciences

Lesson design 4. Develop pedagogical content knowledge

in Life Sciences
6. Learning and Teaching Support Materials in
Life Sciences − Epistemology
Improvisation in the FET Phase Life Science − Addressing alternative – pre and
7. Experiments, demonstrations and misconceptions
investigations in Life Sciences − Reveal learners’ pre conceptions
− Present an exposing event
− Ask learners to describe or present
their conceptions
− Discuss and evaluate conceptions
− Create conceptual conflict
− Encourage cognitive accommodation
and guide conceptual restructuring

5. Curriculum policy in Life Sciences

Critique curriculum policies in Life Sciences

6.Experiments, demonstrations and
investigations in Life Sciences

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Demonstrate knowledge and

understanding of the foundations of
teaching and learning in Life Sciences. • Use elementary statistical information to
• Demonstrate knowledge and manage teaching, learning and
understanding of the relevant policies in assessment in Life Sciences.
Life Sciences teaching and learning. • Demonstrate competence in assessing
• Select and use appropriate strategies, and monitoring learner progress and
methods and techniques in the teaching achievement in Life Science.
and learning of Life Sciences. • Use the results of assessment to
• Design appropriate lesson plans in Life improve teaching and learning of in Life
Sciences taking into account theories of Sciences.
teaching, learning, child development and • Adapt lessons and assessment tasks to
curriculum needs. accommodate learners with different
learning problems in Life Sciences.
• Design appropriate assessment strategies • Demonstrate competence to learn from
in Life Sciences. available research in order to improve
• Design, select and adapt appropriate teaching in the in Life Sciences
teaching and learning support materials for classroom and to enhance their own
Life Sciences. academic learning.
• Conduct experiments, demonstrations and • Develop content knowledge to plan,
investigations in Life Science that range implement and assess effective
from those that are prescribed by the teaching and learning experiences in
school curriculum policy, the teacher to Life Sciences.

261
 those that emerge from learners’ own • Evaluate curriculum policies in Life
questions. Sciences.

• Conduct experiments, demonstrations

and investigations in Physical Science
that range from those that are
prescribed by the school curriculum
policy, the teacher to those that emerge
from learners’ own questions.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMMA102 NQF Semester 2: EMMA102 NQF

code:- 3MMA102 level: 6 3MMA102 level: 6

Title: Mathematics Education A (FET) Title: Mathematics Education B (FET)

Content: Content:

1. Foundations of teaching and learning in Management of Mathematics teaching and

Mathematics learning in school
Use elementary statistical information to
History of Mathematics teaching and learning manage teaching, learning and assessment
activities
2. Mathematics Education policy documents
Curriculum differentiation and adaptive
Subject policy documents teaching in Mathematics

3. Teaching and learning strategies in Barriers to learning and development

Mathematics Designing differentiated learning activities
3. Classroom research in Mathematics
Teaching and Learning theories
Use Action research in Mathematics
Teaching and learning strategies Use of research literature to improve
classroom practice
4. Assessment in Mathematics 4. Develop pedagogical content knowledge
in Mathematics
Assessment strategies
Epistemology
5. Lesson design in Mathematics
5. Pre-conceptions in Mathematics
Lesson design
Identify pre-conceptions
6. Learning and Teaching Support Materials Address learners’ pre- conceptions
6. Critique curriculum policies in
Mathematics

• Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs

262
Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

• Demonstrate knowledge and • Use elementary statistical information

understanding of the foundations of to manage teaching, learning and
teaching and learning in Mathematics. assessment in Mathematics.
• Demonstrate knowledge and • Demonstrate competence in assessing
understanding of the relevant policies in and monitoring learner progress and
Mathematics teaching and learning. achievement in Mathematics.
• Select and use appropriate strategies, • Use the results of assessment to
methods and techniques in the teaching improve teaching and learning of in
and learning of Mathematics. Mathematics.
• Design appropriate lesson plans in • Adapt lessons and assessment tasks
Mathematics taking into account theories to accommodate learners with different
of teaching, learning, child development learning problems in Mathematics.
and curriculum needs. • Demonstrate competence to learn from
available research in order to improve
• Design appropriate assessment strategies teaching in the Mathematics classroom
in Mathematics. and to enhance his/her own academic
• Design, select and adapt appropriate learning.
teaching and learning support materials for • Develop content knowledge to plan,
Mathematics. implement and assess effective
teaching and learning experiences in
Mathematics.
• Evaluate curriculum policies in
Mathematics.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMPS101 NQF Semester 2: EMPS102 NQF

code:- 3MPS101 level: 6 3MPS102 level: 6

Title: Physical Sciences Education A Title: Physical Sciences Education B

Content: Content:

1. Foundations of teaching and learning in 1. Management of Physical Sciences

Physical Science teaching and learning in school

History of Physical Science teaching and learning Use elementary statistical information to
manage teaching, learning and assessment
activities
2. Physical Science Education policy documents 2. Curriculum differentiation and adaptive
teaching in Physical Sciences
Subject policy documents
Barriers to learning and development
3. Teaching and learning strategies in Physical Designing differentiated learning activities
Science 3. Classroom research in Physical Sciences
Teaching and Learning theories Use Action research in Physical Sciences
Use of research literature to improve
Teaching and learning strategies classroom practice
4. Develop pedagogical content knowledge
4. Assessment in Physical Science
in Physical Science
Assessment strategies
− Epistemology of science
5. Lesson design in Physical Science − Addressing alternative – pre and
misconceptions
Lesson design − Reveal learners’ pre conceptions
− Present an exposing event
6. Learning and Teaching Support Materials in
Physical Science − Ask learners to describe or present
Improvisation in FET Phase science their conceptions
− Discuss and evaluate conceptions

263
7. Experiments, demonstrations and − Create conceptual conflict
investigations in Physical Science − Encourage cognitive accommodation
and guide conceptual restructuring
5. Curriculum policy in Physical Sciences
Critique curriculum policies in Physical
Science

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to: students will be able to:

• Demonstrate knowledge and • Use elementary statistical information to

understanding of the foundations of manage teaching, learning and
teaching and learning in Physical assessment in Physical Sciences.
Science. • Demonstrate competence in assessing
• Demonstrate knowledge and and monitoring learner progress and
understanding of the relevant policies achievement in Physical Sciences.
in Physical Science teaching and • Use the results of assessment to improve
learning. teaching and learning of Physical
• Select and use appropriate strategies, Sciences.
methods and techniques in the • Adapt lessons and assessment tasks to
teaching and learning of Physical accommodate learners with different
Science. learning problems in Physical Sciences.
• Design appropriate lesson plans in • Demonstrate competence to learn from
Physical Science taking into account available research in order to improve
theories of teaching, learning, child teaching in the Physical Science
development and curriculum needs. classroom and to enhance their own
academic learning.
• Design appropriate assessment • Develop content knowledge to plan,
strategies in Physical Science. implement and assess effective teaching
• Design, select and adapt appropriate and learning experiences.
teaching and learning support materials • Evaluate curriculum policies in Physical
for Physical Science. Sciences
• Conduct experiments, demonstrations • Conduct experiments, demonstrations
and investigations in Physical Science and investigations in Physical Science
that range from those that are that range from those that are prescribed
prescribed by the school curriculum by the school curriculum policy, the
policy, the teacher, to those that teacher to those that emerge from
emerge from learners’ own questions learners’ own questions

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMTO101 NQF Semester 2: EMTO102 NQF

code:- 3MTO101 level: 6 3MTO102 level: 6

Title: Tourism Education A (FET) Title: Tourism Education B

Content: Content:
1. Foundations of teaching and learning in 1. Management of Tourism teaching and
Tourism learning in school
Use elementary statistical information to
History of Tourism teaching and learning manage teaching, learning and assessment
activities
2. Tourism Education policy documents
2. Curriculum differentiation and adaptive
Subject policy documents teaching in Tourism

3. Teaching and learning strategies in Tourism Barriers to learning and development

Designing differentiated learning activities

264
Teaching and Learning theories 3. Classroom research in Tourism
Teaching and learning strategies Use Action research in Tourism
Use of research literature to improve
4. Assessment in Tourism Education classroom practice
4. Develop pedagogical content knowledge
Assessment strategies
in Tourism
5. Lesson design in Tourism
Epistemology
Lesson design 5. Pre-conceptions in Tourism

6. Learning and Teaching Support Materials in Identify pre-conceptions

Tourism Address learners’ pre- conceptions

6. Critique curriculum policies in Tourism

• Principles underpinning and guiding

the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

• Use elementary statistical information

to manage teaching, learning and
• Demonstrate knowledge and assessment in Tourism.
understanding of the foundations of • Demonstrate competence in assessing
teaching and learning in Tourism. and monitoring learner progress and
• Demonstrate knowledge and achievement in Tourism.
understanding of the relevant policies • Use the results of assessment to
in Tourism teaching and learning. improve teaching and learning of in
• Select and use appropriate strategies, Tourism.
methods and techniques in the • Adapt lessons and assessment tasks
teaching and learning of Tourism. to accommodate learners with different
• Design appropriate lesson plans in learning problems in Tourism.
Tourism taking into account theories • Demonstrate competence to learn from
of teaching, learning, child available research in order to improve
development and curriculum needs. teaching in the Tourism classroom and
to enhance his/her own academic
• Design appropriate assessment
learning.
strategies in Tourism.
• Develop content knowledge to plan,
• Design, select and adapt appropriate
implement and assess effective
teaching and learning support
teaching and learning experiences in
materials for Tourism.
Tourism.
• Evaluate curriculum policies in
Tourism.

265
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMEM101 NQF Semester 2: EMEM102 NQF

code:- 3MEM101 level: 6 3MEM102 level: 6

Title: Economic and Management Sciences Title: Economic and management

Education A (SP) sciences Education B (SP)

Content: Content:

1. Foundations of teaching and learning in 1. Management of Economics and

Economics and Management Sciences Management Sciences teaching and
learning in school
History of Economics and Management Sciences Use elementary statistical information to
teaching and learning manage teaching, learning and assessment
activities
2. Economics and Management Sciences
2. Curriculum differentiation and adaptive
Education policy documents
teaching in Economics and Management
Subject policy documents Sciences

3. Teaching and learning strategies in Economics Identify barriers to learning and development
and Management Sciences
Design differentiated learning activities to
Teaching and Learning theories respond to the above
3. Classroom research in Economics and
Teaching and learning strategies Management Sciences
4. Assessment in Economics and Management Use Action research in Accounting Use of
Sciences research literature to improve classroom
practice
Assessment strategies 4. Develop pedagogical content knowledge
in Economics and Management Sciences
5. Lesson design in Economics and Management
Sciences Epistemology
5. Pre-conceptions in Economics and
Lesson design
Management Sciences
6. Learning and Teaching Support Materials in
Identify pre-conceptions
Economics and Management Sciences
Address learners’ pre- conceptions
6. Critique curriculum policies in Economics
and Management Sciences

Principles underpinning and guiding the

curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs Critique
• Principles underpinning and guiding
the curriculum
• Opportunities for linking teaching,
learning, assessment and reflection
• Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs

266
 Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

• Demonstrate knowledge and • Use numerical and elementary

understanding of the foundations of statistical information to manage
teaching and learning in Economics teaching, learning and assessment in
and Management Sciences. Economics and Management Sciences.
• Demonstrate knowledge and • Demonstrate competence in assessing
understanding of the relevant policies and monitoring learner progress and
in Economics and Management achievement in Economics and
Sciences teaching and learning. Management Sciences.
• Select and use appropriate strategies, • Use the results of assessment to
methods and techniques in the improve teaching and learning of in
teaching and learning of Economics Economics and Management Sciences.
and Management Sciences. • Adapt lessons and assessment tasks to
• Design appropriate lesson plans in accommodate learners with different
Economics and Management learning problems in Economics and
Sciences taking into account theories management Sciences.
of teaching, learning, child • Demonstrate competence to learn from
development and curriculum needs. available research in order to improve
teaching in the in Economics and
• Design appropriate assessment Management Sciences classroom and
strategies in Economics and to enhance their own academic
Management Sciences. learning.
• Design, select and adapt appropriate Develop content knowledge to plan,
teaching and learning support implement and assess effective teaching and
materials for Economics and learning experiences in Economics and
Management Sciences. Management

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMEL101 NQF Semester 2: EMEL102 NQF

code:- 3MEL101 level: 6 3MEL102 level: 6

Title: English Home Language Education A Title: English Home Language

Education B

Content: Content:

1. Foundations of teaching and learning in English 1. Management of English Home language

language teaching and learning in school

• History of English language teaching and − Use elementary statistical information

learning to manage teaching, learning and
assessment activities
• Classical period

• Modern period 2. Curriculum differentiation and adaptive

teaching in English Home language
• Commercial period
− Barriers to English Home language
• Electronic period learning and development
− Designing differentiated language
learning activities
3. Classroom research in English Home
2. English Home Language Education curriculum language
policy documents
− Use Action research in English Home
• Subject policy documents language
• Language-in-education policy − Use of research literature to improve
English Home language classroom
• Teaching language skills practice

267
 • Teaching literary and non- literary texts

• Teaching language structures and conventions 4. Develop pedagogical content knowledge

in English Home language
Epistemology
3. Teaching methodologies in English Home
language
5. Pre-conceptions in English Home
• Teaching and Learning theories language
• Approaches to teaching English Home − Identify pre-conceptions
language − Language attitudes
− Address learners’ pre- conceptions
• Methods of teaching English Home language

• The use of ICT in the language classroom 6. Critique English Home Language
curriculum policies in English
• Learning styles
• Principles underpinning and guiding
• Teaching and learning strategies English Home language curriculum
• Opportunities for linking teaching,
learning, assessment and reflection in
English Home language
4. Assessment in English Home language • Opportunities the curriculum offers for
continuity beyond their phase
• Language assessment practices • How well the curriculum caters for
inclusion of children from culturally and
• Assessment strategies in English Home linguistically diverse backgrounds with
language different learning needs critique
• Principles underpinning and guiding the
• Questioning skills as assessment in English curriculum
Home language learning • Opportunities for linking teaching,
learning, assessment and reflection
• Types of questions in English Home language • Opportunities the curriculum offers for
learning continuity beyond their phase
• Educational taxonomies for language learning • How well the curriculum caters for
inclusion of children from culturally and
• Assessment for learning: critical language linguistically diverse backgrounds with
awareness different learning needs

• Assessment for learning: understanding key

literary concepts

5. Lesson design in English Home language

Lesson design

6. Learning and Teaching Support Materials in

English Home Language

• Guidelines for designing effective English

language teaching materials
• Designing and selecting materials for teaching
language skills; language structures and
conventions; literary and non- literary texts

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in English Home language.

268
− Demonstrate knowledge and understanding assessment in English Home
of the relevant policies in English Home language.
language teaching and learning. − Demonstrate competence in assessing
− Select and use appropriate strategies, and monitoring learner progress and
methods and techniques in the teaching achievement in English Home
and learning of English Home language. language.
− Design appropriate lesson plans in English − Use the results of assessment to
Home language taking into account theories improve teaching and learning of in
of teaching, learning, child development English Home language.
and curriculum needs. − Adapt lessons and assessment tasks
to accommodate learners with different
− Design appropriate assessment strategies learning problems in English Home
in English Home language. language.
− Design, select and adapt appropriate − Demonstrate competence to learn from
teaching and learning support materials for available research in order to improve
English Home language. teaching in the English Home language
classroom and to enhance his/her own
academic learning.
− Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
English Home language.
− Evaluate curriculum policies in English
Home language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMEG101 3MEG101 EMEG102 3MEG102

Title: English First Additional Language Title: English First Additional Language
Education A
Education B

Content: Content:

1. Foundations of teaching and learning in 1. Management of English First Additional

English language teaching and learning in
school
− History of English Language teaching and 2. Use elementary statistical information
learning to manage teaching, learning and
assessment activities
− Classical period 3. Curriculum differentiation and adaptive
− Modern period teaching in English First Additional
language.
− Commercial period 4. Barriers to English First Additional
language learning and development
− Electronic period 5. Designing differentiated language
learning activities
2. English First Additional language 6. Classroom research in English First
Education curriculum policy documents Additional language
7. Use Action research in English First
− Subject policy documents Additional language
− Language-in-education policy 8. Use of research literature to improve
English First Additional language
− Teaching language skills classroom practice
9. Develop pedagogical content
− Teaching literary and non- literary texts knowledge in English First Additional
language
− Teaching language structures and 10. Epistemology
conventions 11. Pre-conceptions in English First
Additional language
3. Teaching methodologies in English
First Additional language − Identify pre-conceptions

269
− Teaching and Learning theories − Language attitudes
− Address learners’ pre- conceptions
− The role of the first /home language in − Critique English First Additional
additional language teaching Language curriculum policies
− Approaches to teaching English First − Principles underpinning and guiding
Additional language English Home language curriculum
− Opportunities for linking teaching,
− Methods of teaching English First Additional learning, assessment and reflection in
language English Home language
− Opportunities the curriculum offers for
− The use of ICT in the language classroom continuity beyond their phase
− How well the curriculum caters for
− Learning styles inclusion of children from culturally and
linguistically diverse backgrounds with
− Teaching and learning strategies
different learning needs critique
4. Assessment in English Home language − Principles underpinning and guiding
− Language assessment practices the curriculum
− Assessment strategies in English First − Opportunities for linking teaching,
Additional language learning, assessment and reflection
− Questioning skills as assessment in English − Opportunities the curriculum offers for
First Additional language learning continuity beyond their phase
− Types of questions in English First − How well the curriculum caters for
Additional language learning inclusion of children from culturally and
− Educational taxonomies for language linguistically diverse backgrounds with
learning different learning needs
− Assessment for learning: critical language
awareness
− Assessment for learning: understanding key
literary concepts
5. Lesson design in English First Additional
language
6. Lesson design
7. Learning and Teaching Support Materials in
English Home Language

8. Guidelines for designing effective English

language teaching materials
9. Designing and selecting materials for
teaching language skills; language
structures and conventions; literary and
non- literary texts

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in English First Additional language. assessment in English First Additional
− Demonstrate knowledge and understanding language.
of the relevant policies in English First − Demonstrate competence in assessing
Additional language teaching and learning. and monitoring learner progress and
− Select and use appropriate strategies, achievement in English First Additional
methods and techniques in the teaching language.
and learning of English First Additional − Use the results of assessment to
language . improve teaching and learning of in
− Design appropriate lesson plans in English English First Additional language.
taking into account theories of teaching, − Adapt lessons and assessment tasks
learning, child development and curriculum to accommodate learners with different
needs. learning problems in English First
Additional language.
− Design appropriate assessment strategies
in English First Additional language .
270
− Design, select and adapt appropriate − Demonstrate competence to learn from
teaching and learning support materials for available research in order to improve
English First Additional language. teaching in the English First Additional
language classroom and to enhance
his/her own academic learning.
− Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
English First Additional language.
• Evaluate curriculum policies in English
First Additional language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMHS101 NQF Semester 2: EMHS102 NQF

code:- 3MHS101 level: 6 3MHS102 level: 6

Title: Social Sciences Education A Title: Social Sciences Education B

Content: Content:

1. Foundations of teaching and learning in 1. Social Sciences teaching and learning

Social Sciences in school
2. History of Social Sciences teaching and 2. Use elementary statistical information
learning to manage teaching, learning and
3. Social Science Education policy documents assessment activities
4. Subject policy documents 3. Curriculum differentiation and adaptive
5. Teaching and learning strategies in Social teaching in Social Sciences
Science 4. Identify barriers to learning and
6. Teaching and Learning theories development
7. Teaching and learning strategies 5. Design differentiated learning activities
8. Assessment in Social Sciences to respond to the above
9. Assessment strategies 6. Classroom research in Social Sciences
10. Lesson design in Social Sciences 7. Use Action research in Social Sciences
11. Lesson design 8. Use of research literature to improve
12. Learning and Teaching Support Materials in classroom practice
Social Sciences 9. Develop pedagogical content
knowledge
10. Epistemology
11. Pre-conceptions
12. Identify pre-conceptions
13. Address learners’ pre- conceptions
14. Critique curriculum policies

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
− Principles underpinning and guiding
the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
• How well the curriculum caters for
inclusion of children from culturally
and linguistically diverse backgrounds
with different learning needs

271
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to…

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in Social Sciences. assessment in Physical Sciences.
− Demonstrate knowledge and understanding − Demonstrate competence in assessing
of the relevant policies in Social Sciences and monitoring learner progress and
teaching and learning. achievement in Physical Sciences.
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the teaching improve teaching and learning of
and learning of Social Science. Physical Sciences.
− Design appropriate lesson plans in Social − Adapt lessons and assessment tasks
Sciences taking into account theories of to accommodate learners with different
teaching, learning, child development and learning problems in Physical
curriculum needs. Sciences.
− Demonstrate the competence needed
− Design appropriate assessment strategies to learn from available research to
in Social Sciences. improve the teaching of Physical
− Design, select and adapt appropriate Science and to enhance their own
teaching and learning support materials for academic learning.
Social Sciences. − Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences.
− Evaluate curriculum policies in
Physical Sciences
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMZH101 3MZH101 EMZH102 3MZH102

Title: IsiZulu Home Language Education A Title: IsiZulu Home Language Education B

Content: Content:
1. Foundations of teaching and learning in − Management of IsiZulu Home
IsiZulu language language teaching and learning in
school
− History of IsiZulu language teaching and − Use elementary statistical information
learning to manage teaching, learning and
assessment activities
− Classical period
− Curriculum differentiation and adaptive
− Modern period teaching in IsiZulu Home language
− Barriers to IsiZulu Home language
− Commercial period learning and development
− Designing differentiated language
− Electronic period learning activities
2. IsiZulu Home Language Education − Classroom research in IsiZulu Home
curriculum policy documents language
− Use Action research in IsiZulu Home
− Subject policy documents language
− Use of research literature to improve
− Language-in-education policy IsiZulu Home language classroom
practice
− Teaching language skills − Develop pedagogical content
knowledge in IsiZulu Home language
− Teaching literary and non- literary texts
− Epistemology
− Pre-conceptions in IsiZulu Home
language
272
− Teaching language structures and − Identify pre-conceptions
conventions
− Language attitudes
3. Teaching methodologies in IsiZulu Home − Address learners’ pre- conceptions
language
− Critique IsiZulu Home Language
− Teaching and Learning theories curriculum policies in IsiZulu
− Approaches to teaching IsiZulu Home − Principles underpinning and guiding
language IsiZulu Home language curriculum
− Opportunities for linking teaching,
− Methods of teaching IsiZulu Home learning, assessment and reflection in
language IsiZulu Home language
− The use of ICT in the language classroom − Opportunities the curriculum offers for
continuity beyond their phase
− Learning styles − How well the curriculum caters for
inclusion of children from culturally and
− Teaching and learning strategies linguistically diverse backgrounds with
different learning needs critique
4. 4Assessment in IsiZulu Home language − Principles underpinning and guiding
Language assessment practices the curriculum
− Assessment strategies in IsiZulu Home − Opportunities for linking teaching,
language learning, assessment and reflection
− Questioning skills as assessment in IsiZulu − Opportunities the curriculum offers for
Home language learning continuity beyond their phase
− Types of questions in IsiZulu Home − How well the curriculum caters for
language learning inclusion of children from culturally and
− Educational taxonomies for language linguistically diverse backgrounds with
learning different learning needs
5. Assessment for learning: critical language
awareness
6. Assessment for learning: understanding key
literary concepts
7. Lesson design in IsiZulu Home language
8. Lesson design
9. Learning and Teaching Support Materials in
IsiZulu Home Language

10. Guidelines for designing effective IsiZulu

language teaching materials
11. Designing and selecting materials for
teaching language skills; language
structures and conventions; literary and
non- literary texts
Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,

will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in IsiZulu Home language. assessment in IsiZulu Home language.
− Demonstrate knowledge and understanding − Demonstrate competence in assessing
of the relevant policies in IsiZulu Home and monitoring learner progress and
language teaching and learning. achievement in IsiZulu Home
− Select and use appropriate strategies, language.
methods and techniques in the teaching − Use the results of assessment to
and learning of IsiZulu Home language. improve teaching and learning of in
− Design appropriate lesson plans in IsiZulu IsiZulu Home language.
Home language taking into account theories − Adapt lessons and assessment tasks
of teaching, learning, child development to accommodate learners with different
and curriculum needs. learning problems in IsiZulu Home
language.
− Design appropriate assessment strategies − Demonstrate competence to learn from
in IsiZulu Home language. available research in order to improve
− Design, select and adapt appropriate teaching in the IsiZulu Home language
teaching and learning support materials for
IsiZulu Home language.
273
 classroom and to enhance his/her own
academic learning.
− Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
IsiZulu Home language.
− Evaluate curriculum policies in IsiZulu
Home language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed by Assessment modes: This module is

means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMZF101 3MZF101 EMZF102 3MZF102

Title: IsiZulu First Additional Language Title: IsiZulu First Additional Language
Education A Education B

Content: Content:

− Foundations of teaching and learning in − Management of IsiZulu First Additional

isiZulu language teaching and learning in
− History of isiZulu teaching and learning school
− IsiZulu First Additional education policy − Use elementary statistical information
documents to manage teaching, learning and
− Subject content in First Additional policy assessment activities
documents − Curriculum differentiation and adaptive
− Teaching and learning strategies in isiZulu teaching in IsiZulu First Additional
First Additional language contexts language
− Teaching and Learning theories − Barriers to learning and development
− Teaching and learning strategies − Designing differentiated learning
− Assessment in isiZulu First Additional activities
language contexts − Classroom research in IsiZulu First
− Assessment strategies Additional language
− Lesson design in isiZulu First Additional − Use Action research in isiZulu First
language contexts Additional language classrooms
− Lesson design − Use of research literature to improve
− Learning and Teaching Support Materials in classroom practice in isiZulu First
isiZulu First Additional language contexts Additional language
− Designing and/or selecting materials for − Develop pedagogical content
teaching language skills; language knowledge in IsiZulu
structures and conventions and literary and
non-literary texts − Epistemology of IsiZulu as a First
additional language
− Addressing alternative – pre- mis-
conceptions
− Reveal learners’ pre conceptions
− Present an exposing event
− Ask learners to describe or present
their conceptions
− Discuss and evaluate conceptions
− Create conceptual conflict
− Encourage cognitive accommodation
and guide conceptual restructuring

− Curriculum policy in GET IsiZulu First

additional language
− Critique curriculum policies in IsiZulu
First additional language

Module outcomes: Module outcomes:

On successful completion of the module, students On successful completion of the module,
will be able to: students will be able to:

274
− Demonstrate knowledge and understanding − Use elementary statistical information
of the foundations of teaching and learning to manage teaching, learning and
in IsiZulu First Additional language. assessment in isiZulu First Additional
− Demonstrate knowledge and understanding language.
of the relevant policies in IsiZulu First − Demonstrate competence in assessing
Additional teaching and learning. and monitoring learner progress and
− Select and use appropriate strategies, achievement in IsiZulu First Additional
methods and techniques in the teaching language.
and learning of IsiZulu First Additional − Use the results of assessment to
language. improve teaching and learning of in
− Design appropriate lesson plans in IsiZulu isiZulu First Additional language.
First Additional language taking into − Adapt lessons and assessment tasks
account theories of teaching, learning, child to accommodate learners with different
development and curriculum needs. learning problems in isiZulu First
Additional language.
− Design appropriate assessment strategies − Demonstrate competence to learn from
in IsiZulu First Additional language. available research in order to improve
− Design, select and adapt appropriate teaching in the isiZulu First Additional
teaching and learning support materials for language classroom and to enhance
IsiZulu First Additional language. their own academic learning.
− Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
isiZulu First Additional language.
− Evaluate curriculum policies in IsiZulu
First Additional language.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMLG101 3MLG101 EMLG102 3MLG102

Title: Life Orientation Education A (SP) Title: Life Orientation Education B (SP)

Content: Content:

− Foundations of teaching and learning in Life − Life Orientation teaching and learning
Orientation in school
− History of Life Orientation teaching and − Use elementary statistical information
learning to manage teaching, learning and
− Life Orientation Education policy assessment activities
documents − Curriculum differentiation and adaptive
− Subject policy documents teaching in Life Orientation
− Teaching and learning strategies in Life − Identify barriers to learning and
Orientation development
− Teaching and Learning theories − Design differentiated learning activities
− Teaching and learning strategies to respond to the above
− Assessment in Life Orientation − Classroom research in Life Orientation
− Assessment strategies − Use Action research in Life Orientation
− Lesson design in Life Orientation − Use of research literature to improve
− Lesson design classroom practice
− Learning and Teaching Support Materials in − Develop pedagogical content
Life Orientation knowledge in Senior Phase Life
Orientation
− Epistemology

5. Pre-conceptions in Senior Phase Life

Orientation

Identify pre-conceptions
Address learners’ pre- conceptions

275
 6. Critique curriculum policies in Senior
Phase Life Orientation

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
− Principles underpinning and guiding
the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
How well the curriculum caters for inclusion
of children from culturally and linguistically
diverse backgrounds with different learning
needs

Module outcomes: On successful completion of Module outcomes:

the module, students will be able to…
On successful completion of the module,
− Demonstrate knowledge and students will be able to:
understanding of the foundations of
teaching and learning in Senior Phase Life − Use elementary statistical information
Orientation. to manage teaching, learning and
− Demonstrate knowledge and assessment in Senior Phase Life
understanding of the relevant policies in Orientation.
Senior Phase Life Orientation teaching and − Demonstrate competence in assessing
learning. and monitoring learner progress and
− Select and use appropriate strategies, achievement in Senior Phase Life
methods and techniques in the teaching Orientation.
and learning of Senior Phase Life − Use the results of assessment to
Orientation. improve teaching and learning of in
− Design appropriate lesson plans in Senior Senior Phase Life Orientation.
Phase Life Orientation taking into account − Adapt lessons and assessment tasks
theories of teaching, learning, child to accommodate learners with different
development and curriculum needs. learning problems in Senior Phase Life
Orientation.
− Design appropriate assessment strategies − Demonstrate the competence needed
in Senior Phase Life Orientation. to learn from available research in
order to improve the teaching of Senior
− Design, select and adapt appropriate Phase Life Orientation and to enhance
teaching and learning support materials for their own academic learning.
Senior Phase Life Orientation − Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
Senior Phase Life Orientation.
− Evaluate curriculum policies in Senior
Phase Life Orientation.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: EMMG101 NQF Semester 2: EMMG102 NQF

code:- 3MMG101 level: 6 3MMG102 level: 6

Title: Mathematics Education A (SP) Title: Mathematics Education B (SP)

Content: Content:

276
− Foundations of teaching and learning in − Mathematics teaching and learning in
Mathematics school
− History of Mathematics teaching and − Use elementary statistical information
learning to manage teaching, learning and
− Mathematics Education policy documents assessment activities
− Subject policy documents − Curriculum differentiation and adaptive
− Teaching and learning strategies in teaching in Mathematics
Mathematics − Identify barriers to learning and
− Teaching and Learning theories development Design differentiated
− Teaching and learning strategies learning activities to respond to the
− Assessment in Mathematics above
− Assessment strategies − research in Mathematics
− Lesson design in Mathematics − Use Action research in Mathematics
− Lesson design − Use of research literature to improve
− Learning and Teaching Support Materials classroom practice
− Develop pedagogical content
knowledge
− Epistemology
− Pre-conceptions
− Identify pre-conceptions
− Address learners’ pre- conceptions
− Critique curriculum policies

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
− Principles underpinning and guiding
the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs

277
Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in Senior Phase Mathematics. assessment in Senior Phase
− Demonstrate knowledge and understanding Mathematics.
of the relevant policies in Senior Phase − Demonstrate competence in
Mathematics teaching and learning. assessing and monitoring learner
− Select and use appropriate strategies, progress and achievement in Senior
methods and techniques in the teaching Phase Mathematics.
and learning of Senior Phase Mathematics. − Use the results of assessment to
− Design appropriate lesson plans in Senior improve teaching and learning of in
Phase Mathematics taking into account Senior Phase Mathematics.
theories of teaching, learning, child − Adapt lessons and assessment tasks
development and curriculum needs. to accommodate learners with
different learning problems in Senior
− Design appropriate assessment strategies Phase Mathematics.
in Senior Phase Mathematics. − Demonstrate the competence needed
− Design, select and adapt appropriate to learn from available research in
teaching and learning support materials for order to improve the teaching of
Senior Phase Mathematics. Senior Phase Mathematics and to
enhance their own academic learning.
− Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
Senior Phase Mathematics.
− Evaluate curriculum policies in Senior
Phase Mathematics.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMNS101 3MNS101 EMNS102 3MNS102

Title: Natural Sciences Education A Title: Natural Sciences Education B

Content: Content:

− Foundations of teaching and learning in Natural Sciences teaching and learning in

Natural Sciences school
− History of Natural Sciences teaching and
learning − Use elementary statistical information
− Natural Sciences Education policy to manage teaching, learning and
documents assessment activities
− Subject policy documents − Curriculum differentiation and adaptive
− Teaching and learning strategies in Natural teaching in Natural Sciences
Sciences − Identify barriers to learning and
− Teaching and Learning theories development
− Design differentiated learning activities
− Teaching and learning strategies to respond to the above
− Classroom research in Natural
− Assessment in Natural Sciences Sciences
− Assessment strategies − Use Action research in Natural
− Lesson design in Natural Sciences Sciences
− Use of research literature to improve
− Lesson design classroom practice
− Develop pedagogical content
− Learning and Teaching Support Materials in
knowledge in Natural Sciences
Physical Science
− Epistemology of Science
− Improvisation in FET Phase science − Pre-conceptions in Natural Sciences

278
− Experiments, demonstrations and − Identify pre-conceptions in Natural
investigations in Natural Sciences Sciences
− Address learners’ pre- conceptions
− Critique curriculum policies in Natural
Sciences

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs

− Experiments, demonstrations and

investigations in Natural Sciences

Module outcomes: On successful completion of Module outcomes: On successful

the module, students will be able to… completion of the module, students will be
able to…
− Demonstrate knowledge and
understanding of the foundations of − Use elementary statistical information
teaching and learning in Natural Sciences. to manage teaching, learning and
− Demonstrate knowledge and assessment in Natural Sciences.
understanding of the relevant policies in − Demonstrate competence in
Natural Sciences teaching and learning. assessing and monitoring learner
− Select and use appropriate strategies, progress and achievement in Natural
methods and techniques in the teaching Sciences.
and learning of Natural Sciences. − Use the results of assessment to
− Design appropriate lesson plans in Natural improve teaching and learning of
Science staking into account theories of Natural Sciences.
teaching, learning, child development and − Adapt lessons and assessment tasks
curriculum needs. to accommodate learners with
different learning problems in Natural
− Design appropriate assessment strategies Sciences.
in Natural Sciences. − Demonstrate the competence needed
− Design, select and adapt appropriate to learn from available research to
teaching and learning support materials for improve the teaching of the Natural
Natural Sciences. Sciences and to enhance their own
− Conduct experiments, demonstrations and academic learning.
investigations in Natural Sciences that − Develop content knowledge to plan,
range from those that are prescribed by the implement and assess effective
school curriculum policy, the teacher, or teaching and learning experiences.
those that emerge from learners’ own − Evaluate curriculum policies in Natural
questions. Sciences
− Conduct experiments, demonstrations
and investigations in the Natural
Sciences that range from those that
are prescribed by the school
curriculum policy, the teacher, or
those that emerge from learners’ own
questions.
Method of delivery: Full Time − Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EMTK101 3MTK101 EMTK102 3MTK102

Title: Technology Education A Title: Technology Education B

279
Content: Content:

− Foundations of teaching and learning in − Technology teaching and learning in

Technology school
− History of Technology teaching and − Use elementary statistical information
learning to manage teaching, learning and
− Technology Education policy documents assessment activities
− Subject policy documents − Curriculum differentiation and adaptive
− Teaching and learning strategies in teaching in Technology
Technology − Identify barriers to learning and
− Teaching and Learning theories development
− Teaching and learning strategies − Design differentiated learning activities
− Assessment in Technology Education to respond to the above
− Assessment strategies − Classroom research in Technology
− Lesson design in Technology − Use Action research in Mathematics
− Lesson design − Use of research literature to improve
− Learning and Teaching Support Materials classroom practice
in Technology − Develop pedagogical content
knowledge
− Epistemology
− Pre-conceptions
− Identify pre-conceptions
− Address learners’ pre- conceptions
− Critique curriculum policies

− Principles underpinning and guiding

the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs Critique
− Principles underpinning and guiding
the curriculum
− Opportunities for linking teaching,
learning, assessment and reflection
− Opportunities the curriculum offers for
continuity beyond their phase
− How well the curriculum caters for
inclusion of children from culturally and
linguistically diverse backgrounds with
different learning needs
Module outcomes: Module outcomes:
On successful completion of the module, students On successful completion of the module,
will be able to… students will be able to:

− Demonstrate knowledge and understanding − Use elementary statistical information

of the foundations of teaching and learning to manage teaching, learning and
in Technology. assessment in Technology.
− Demonstrate knowledge and understanding − Demonstrate competence in assessing
of the relevant policies in Technology and monitoring learner progress and
teaching and learning. achievement in Technology.
− Select and use appropriate strategies, − Use the results of assessment to
methods and techniques in the teaching improve teaching and learning of in
and learning of Technology. Technology.
− Design appropriate lesson plans in − Adapt lessons and assessment tasks
Technology taking into account theories of to accommodate learners with different
teaching, learning, child development and learning problems in Technology.
curriculum needs. − Demonstrate the competence needed
− Design appropriate assessment strategies to learn from available research to
in Technology. improve the teaching of Technology

280
 − Design, select and adapt appropriate and to enhance their own academic
teaching and learning support materials for learning.
Technology. − Develop content knowledge to plan,
implement and assess effective
teaching and learning experiences in
Technology.
− Evaluate curriculum policies in
Technology.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This module is assessed Assessment modes: This module is

by means of examination…… assessed by means of examination……

FED.3.4.4. MODULE CONTENT AND OUTCOMES FOR PGCE – SEMESTER MODULES -

EPGFT1 & EPGSF2

COMPULSORY MODULES

Module Semester 1: NQF Semester 2: NQF

code:- level: 6 level: 6
EDST102 3DST102 EDST121 3DST121

Title: Education Studies 1B Title: Educational Studies 2A

(Educational Psychology)

Content: Philosophical foundations of curriculum Content:

design and development, Conceptions of
curriculum and their implication in the teaching 1. Introduction to Educational
and learning environment in S.A ,Theories psychology
underpinning curriculum research internationally
− Learning and teaching today.
and in South Africa, Skills in curriculum design
and development − The role of educational
psychology.
− Using research to understand and
improve learning.

2. Theories of development

− Definition of development
− Physical development
− Cognitive theories of
development
− Language development
− Social and personal development
− Moral development
3. Individual differences

• Intelligence
− Learning and thinking styles
− Learners with learning challenges
− Learners with impairments
− Gifted and talented learners
− Culture and diversity
4. Theories of learning

− Behaviorist views on learning

− Cognitive views of learning
− Social cognitive view of learning
− Constructivist views of learning

5. Learning and motivation

− Definition of motivation
− Types of motivation

281
 − Theories of motivation
− Role played by motivation in
learning
Module outcomes: Module outcomes:

By the end of the module, students should be To provide students with a deep and
equipped with: - systematic understanding of
educational psychology that blends
− Demonstrate knowledge and understanding theory and research about human
of the philosophical foundations of development and learning and the
curriculum design and development. implications for teaching methods and
− Demonstrate an understanding of the teacher behaviour in the Senior Phase
philosophical principles underpinning the and FET Teaching.
South African school curriculum and their
implications to teaching and learning.
− Demonstrate an understanding of theories
underpinning curriculum research and
practice.
− Demonstrate the skills needed for
curriculum design and development.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous as well as Assessment modes: This module is

summative assessment will take place. A variety assessed by means of continuous as
of methods, strategies and tools will be used to well as summative assessment will take
assess achievement of competences e.g.:
place. A variety of methods, strategies
− Presentation/ case study/ weekly review/ and tools will be used to assess
reflection achievement of competences e.g.:
− Assignment
− Presentation/ case study/ weekly
− Test
review/ reflection
− Summative written Examination: (2 hour − Assignment
examination at the end of the semester) − Test

− Summative written Examination:(2

hour examination at the end of the
semester)

Module Semester 1: NQF Semester 2: NQF

code:- level: 5 level: 5
EDCO101 3DCO101 EDST122 3DST122

Title: Education in Context Title: Education Studies 2B

(Educational Management)

Content: South African Education in Context; Content:

Barriers to learning and Elementary statistics for
teachers 1 Teaching as a profession

− Characteristics of a profession
− Education management theories
− Educational ethics
− The professional code of conduct
− The service conditions of
educators

2 The school as an organisation

− Universal characteristics of a
school as an organisation
− Managing conflict in an
organisation
− Management of change in
schools

3 Administration as it relates to

282
 school administration and school
management

− School Administration

− Key performance areas

− The Difference between
Managers and Leaders
− The school principal as an
educational manager
− Management duties of the school
principal aimed at effective
routine school administration
− School Management

− Basic concepts in school

management

− School Management Tasks

− Planning
− Organising
− Leading
− Controlling
− Theories of educational
management
− The Situational Theory
− The Characteristic Theory
− Systems Theory.
− Bureaucratic Theory
− Hierarchical Theory
− Democratic Theory
− Ambiguous Theory

− Legislation and policies impacting

on school practice

• Sources and types of education law

• Common law rules that influence
powers and duties of educators
• Legislation affecting schools
• Educator as a caring supervisor
• Educators and learner discipline
Module outcomes:By the end of the module, Module outcomes:To apply
students should: - Demonstrate a critical knowledge and skills of classroom and
understanding of the South African educational school management to interpret the
context.Identify and critically reflect on barriers to legislation and policies which impact on
learning and manage the school’s statistical school practice in the Senior Phase and
information FET Teaching.

Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: This modules is Assessment modes: This module is

assessed by means of tests, assignments and assessed by means of continuous as
examination……………………… well as summative assessment will take
place. A variety of methods, strategies
and tools will be used to assess
achievement of competences e.g.:

✓ Presentation/ case study/ weekly review/

reflection ,Assignment ,Test Summative
written Examination:(2 hour examination
at the end of the semester)
Module Semester 1: NQF Semester 2: NQF
code:- level: 7 level: 7
EGPE101 3GPE101

283
 Title: General Pedagogy Title:

Content: Introduction into the teaching Content:

profession, The learner and the learning process,
Teaching and learning strategies, Orientation into
assessment Purposes, procedures in continuous
assessment, Implication of assessment on
teachers’ professionalism and responsibilities

Module outcomes: Module outcomes:

By the end of the module, students should be

equipped with: -

• Demonstrate knowledge and understanding of

various methods of teaching and their application
in teaching and learning milieu.
• Critically evaluate learning and teaching activities
against the knowledge acquired on principles and
approaches to teaching and learning
• Demonstrate knowledge and understanding of
the purpose of various learning styles in a class
with diverse learning needs.
• Demonstrate knowledge and understanding of
the various concepts and contexts in assessment.
• Demonstrate the ability to produce assessment
plans and activities.
Method of delivery: Full Time Method of delivery: Full Time

Assessment modes: Continuous as well as Assessment modes: This module is

summative assessment will take place. A variety assessed by means of
of methods, strategies and tools will be used to examination……
assess achievement of competences
e.g.:Presentation/ case study/ weekly review/
reflection Assignment ,Test .Summative written
Examination: (2 hour examination at the end of
the semester)

284
FED.3.4.5. MODULE CONTENT AND OUTCOMES FOR PGCE – YEAR MODULES - 3PGFT1 &
3PGSF2

COMPULSORY MODULES

Module code:- Year module: ETSE14A NQF level: 6

Title: School Experience

Content: The content is organized into four themes: The school as an organization;
documentation used in schools and designing LTSMs; Lesson planning and lesson
preparation as well as Micro-teaching skills e.g. Skill of introducing a lesson/establishing set,
Skill of explaining, Skill of questioning and dealing with questions, Skill of using teaching and
learning materials.

Module outcomes: The module aims at equipping prospective educators with

competencies in teaching skills; professional and occupational practice relevant to the
grades and phase of study of their programme. It exposes students to the knowledge of
school as an organisation; the relationship between the teacher the learner and teaching
(content). It prepares student teachers for the observation opportunity during which they
observe the professional practitioners on Wednesdays and mentors working, for an
intensive period in a classroom in their own community school and familiarise themselves
with practical classroom routines.

Method of delivery: Full Time

Assessment modes: Continuous formative assessment of learning through participation in

class and including micro-teaching activities. Summative assessment of learning through
practical activities, more practical activities in the form of an observation and teaching journal
completed as part of the Wednesday and block schooling sessions. Reflections on selected
themes chosen from school based observations and teaching experiences with focus on
improving students’ teaching conduct in future.
This module is assessed by means of examination……

Module code:- Year module: ETSP14B NQF level: 6

Title: School Experience

Content: The content includes micro-teaching skills and production of video-clips taken
during micro-teaching sessions. Practical work on questioning (including designing
worksheets and analytic rubrics). Reflective practice. Mentoring procedures in schools.
Professionalism in education including registrations with SACE.

Module outcomes: The purpose of this module is to engage prospective teachers in the
realities of school-based teaching under the experienced eye of a professional teacher
thus enabling them to practice what has been taught to them and thereby develop and
grow professionally.

Method of delivery: Full Time

Assessment modes: Continuous formative assessment of learning through participation

in class activities and including micro-teaching activities. Summative assessment of
learning through production of the portfolio of evidence with practical activities showing
student’s growth attained as a result of exposure to school based learning. Assessment
of student teaching in schools by faculty lecturers.This module is assessed by means of
examination……

285
 FED.4. WEIGHTING OF MODULE TESTS AND ASSIGNMENTS

FED.4.1. Early Childhood Education (ECE)

Module HEQSf Old Descriptive Name Primary Lecturer Secondary Lecturer Weighting
code Aligned Programm Lecturer name Staff Lecturer name Staff Assignment Test Mark Practical
Module e module Number Number Mark Mark
Code code AM1 AM2 TM1 TM2 PM1 PM2

EEZU111 3EZU111 ELLZ111 IsiZulu Home ZE Mtshali 14578 40 60

Language 1*
EENG112 3ENG112 EEGL112 English FAL 1 TA Mbatha 15791 40 60
EELK111 3ELK111 EEHS111 Life Skills 1A* ECA Kok 11610 40 60
EELK112 3ELK112 EEHS112 Life Skills 1B* ECA Kok 11610 40 60
EEMA111 3EMA111 ESFN111 Basic Mathematics 1A* CN Luthuli 10414 40 60
EEMA112 3MA112 ESFN112 Basic Mathematics 1B* CN Luthuli 10414 40 60
EEDS111 3EDS111 NONE Education Studies 1A: N Ncama 20683 40 60
Child Development
EEPS112 3EPS112 NONE Pedagogical Studies ZE Mtshali 14578 40 60
1B: Classroom Mngmt
EECA100 3ECA100 NONE Academic & Computer IC Deca-Anyanwu 20388 40 60
Literacy*
EENG211 3ENG211 NONE English FAL 2 C Fynn 20837 40 60
EEZU212 3EZU212 NONE IsiZulu Home C Fynn 20837 40 60
Language 2
EEGL211 3ELG211 EFPL212 Language Education ZE Mtshali 14578 40 60
(English FAL) 2A
EEGL212 3ELG212 EFPL211 Language Education C Fynn 20837 40 60
(isiZulu HL) 2B*
EELK211 3ELK211 EFPS211 Life Skills 2A SCB Xulu 15284 40 60
EELK212 3ELK212 EFPS212 Life Skills 2B N Ncama 20683 40 60
EEMA211 3EMA211 EFPN211 Mathematics Education 20950 40 60
2A*
EEMA212 3EMA212 EFPN212 Mathematics Education 20950 40 60
2B
EEPS211 3EPS211 NONE Pedagogical Studies N Ncama 20683 40 60
2A: Curriculum
Dvlpmnt
EEDS212 3EDS212 NONE Education Studies 2B: ECA Kok 11610 40 60
Child Development
EECL200 3ECL200 NONE Conversational CN Luthuli 10414 40 60
Language Afrikaans
EENG311 3ENG311 NONE English FAL 3 C Fynn 20837 40 60
EEZU312 3EZU312 NONE IsiZulu Home SCB Xulu 15284 40 60
Language 3

286
EEGL311 3EGL311 EFPL312 Language Education TA Mbatha 15791 40 60
(English FAL) 3A
EEGL312 3EGL312 EFPL311 Language Education ZE Mtshali 14578 40 60
(isiZulu HL) 3B
EEDS311 3EDS311 EFPS411 Education Studies 3A: ECA Kok 11610 40 60
Child Development
EELK312 3ELK312 EFPS312 Life Skills Education N Ncama 20683 40 60
3B
EEMA300 3EMA300 EFPN311 Mathematics Education 20950 40 60
3
NONE NONE EFPN312 Mathematics Education 20950 40 60
3
EEZU400 3EZU400 NONE IsiZulu Home SCB Xulu 15284 40 60
Language 4
EENG400 3ENG400 NONE English FAL 4 TA Mbatha 15791 40 60
EELK400 3ELK400 NONE Life Skills Education 4 IC Deca-Anyanwu 20388 40 60
(SL)
EEDS400 3EDS400 NONE Education Studies: C Anyanwu 40 60
Educational Law &
Systems
EEDS410 3EDS410 NONE Education Studies: Mrs Mbuyazi 40 60
Sociology and
Philosophy
EEDS420 3EDS420 NONE Education Studies: Mrs Mbuyazi 40 60
History and
Comparative Educ.
EFPN411 NONE NONE Foundation phase ECA Kok 11610 40 60
studies Numeracy 4A
EFPL411 NONE NONE Foundation phase SCB Xulu 15284 40 60
studies Literacy 4A
EFPS311 NONE NONE Foundation phase ECA Kok 11610 40 60
studies Life skills 3A

FED.4.2. Mathematics Science and Technology Education (MSTE)

Module HEQSf Old Descriptive Name Primary Lecturer Secondary Lecturer Weighting
code Aligned Programm Lecturer name Staff Lecturer name Staff Assignment Test Mark Practical
Module e module Number Number Mark Mark
Code code AM1 AM2 TM1 TM2 PM1 PM2

ESMA221 3SMA221 NONE Dr T Talasi 33.3 33.3 33.3

NONE NONE ESMA411 Dr T Talasi 33.3 33.3 33.3
NONE NONE EMMG101 Dr T Talasi 33.3 33.3 33.3
NONE NONE ESCM311 Dr A Chibisa 33.3 33.3 33.3
NONE NONE EMCS101 Dr A Chibisa 33.3 33.3 33.3
NONE NONE EMCS102 Dr A Chibisa 33.3 33.3 33.3
NONE NONE ESCM312 Dr A Chibisa 33.3 33.3 33.3
NONE NONE ESCL112 Dr A Chibisa 33.3 33.3 33.3

287
EMMA101 3MMA101 NONE Mr BS Gwala 50 50
EMMG101 3MMG101 NONE Mr SG Ngema 50 50
NONE NONE ESMN311 10 20 25 25 20
NONE NONE ESMN101 40 60
NONE NONE ESDF 411 Dr RC Gayadeen 50 50
NONE NONE ESDF 411 Dr RC Gayadeen 50 50
NONE NONE ESTM 311 Dr RC Gayadeen 50 50
NONE NONE ESNT400 Mr RC Gayadeen 50 50
ESIC100 3SIC100 NONE Miss NM Gumbi 33.3 33.3 33.3
EDSL100 3DSL100 NONE Miss NM Gumbi 33.3 33.3 33.3
ESBM211 3SBM211 NONE Dr A Krishnannair 50 50 50

ESMA121 3SMA121 NONE Dr A Krishnannair 50 50 50

NONE NONE ESPS311 Mr NH Ngwenya 15 15 35 35
NONE NONE ESMN311 Mr NH Ngwenya 10 20 25 25 20
NONE NONE ESNT400 Mr NH Ngwenya
NONE NONE ESMC 311 Prof DC Sibaya 50 50
NONE NONE EMMA101 Prof DC Sibaya
NONE NONE ESMA 400 Prof DC Sibaya 50 50
NONE NONE ESBS411 Ms N Xaba 30 30 40
NONE NONE ESPB411 Ms N Xaba 30 30 40
EMPS101 3MPS101 ESBC411 Mr MG Tshabalala 50 50
EMNS101 3MNS101 NONE Mr MG Tshabalala 50 50
NONE NONE ESAE411 DrA Sondlo 40 30 30
ESNT111 3SNT111 NONE DrA Sondlo 50 50
NONE NONE ESEE211 Dr A Sondlo
ESNT311 3SNT311 NONE Dr TW Chinaka 40 30 30
ESNT111 3SNT111 NONE Dr TW Chinaka 50 50
NONE NONE ESMA411 Mrs CT 33.3 33.3 33.3
Chihambakwe
NONE NONE ESMA211 Mrs PN Mathaba 40 60
NONE NONE ESMA311 Mrs PN Mathaba 40 60
ESNT211 3SNT211 NONE Dr PJ Kok 40 30 30
ESNT311 3SNT311 NONE Dr PJ Kok 40 30 30
NONE NONE ESIT411 Dr PJ Kok 30 30 40
NONE NONE ESCM311 Mr D Mutambara 30 35 35
NONE NONE EMCS101 Mr D Mutambara 30 35 35

FED.4.3. Languages and Social Sciences Education

Module HEQSf Old Descriptive Name Primary Lecturer Secondary Lecturer Weighting
code Aligned Programm Lecturer name Staff Lecturer name Staff Assignment Test Mark Practical
Module e module Number Number Mark Mark
Code code AM1 AM2 TM1 TM2 PM1 PM2

ELZL111 3LZL111 ELZN111 W. Mthembu- 10642 PK Mdluli 18511 50 50

Ngema
288
ELZL211 3LZL211 ELZN211 Ms Bele 15047 50 50
ELZL311 3LZL311 ELZN311 Ms Msweli 11948 50 50
ESMZ311 NONE NONE Dr Magwaza 15127 50 50
ELZL400 NONE NONE Dr Nyathikazi 17889 50 50
3MZU101 NONE NONE Dr Magwaza 15127 50 50
3MZH101 NONE NONE Dr Magwaza 15127 50 50
ELEL111 3LEL111 ELGN111 Ms Mngomezulu 11528 50 50
ELEL211 3LEL211 ELGN211 Prof Pillay 11486 50 50
ELEL311 3LEL311 ELGN311 Ms Hlatshwayo 11565 50 50

ELGF311 NONE NONE 20969 50 50

ELTC300 3LTC300 NONE 20969 50 50
ELEL400 NONE NONE 14425 50 50
NONE 3MEG101 NONE 14425 50 50
NONE 3MEF101 NONE 14425 50 50
EPPS212 NONE NONE Mr Masuelele 21074 50 50
NONE 3DSL100 NONE Ms Bele 15047 Ms Khumalo 13113 50 50
NONE 3LTL100 NONE Ms Khumalo 13113 50 50
NONE 3LCS100 NONE Khoalenyane 13202 50 50
NONE 3LCS400 NONE Masuelele 21074 50 50
NONE NONE ELZN411 Dr Nyathikazi 17889 14425 40 60
NONE NONE ELGN411 14425 50 50
NONE NONE ELLL111 Dr Nzama 13452 50 50
ELEL212 3LEL212 ELGN212 English Language 2B Prof P. Pillay 11486 50 50
NONE NONE ELZN412 IsiZulu Language Dr C.P.Nyathikazi 17889 40 60
Education 4B
NONE NONE ELZL400 IsiZulu Home Dr C.P.Nyathikazi 17889 25 25 50
Language Education 4
ELZL112 3LZL112 ELZN112 IsiZulu Language 1B Dr WNZ Mthembu- 10642 Mrs K Mdluli 18511 50 50
(IP) Ngema
ELZL312 3LZL312 ELZN312 Isizulu Language Mrs Z.P. Msweli 11948 50 50
Education 3B
ELEL 112 3LEL 112 ELGN 112 English Language Miss T.F. 11528 50 50
Education 1B Mngomezulu
ESMZ312 NONE NONE Method of IsiZulu For Dr JF Magwaza 15127 50 50
FET
NONE 3MZH102 NONE Method of IsiZulu For Dr JF Magwaza 15127 50 50
Senior Phase
NONE 3MZU102 NONE Method of IsiZulu For Dr JF Magwaza 15127 50 50
FET
NONE 3LCS100 NONE Conversational Dr N Khoalenyane 13202 40 60
Language for Teachers
– Sesotho
NONE ELGN 412 NONE English Language Dr TN Ngema 18781 50 50
Education

289
NONE ELEL 400 NONE English First Dr TN Ngema 18781 25 25 50
Additional Language
Education 4
NONE 3MEF 102 NONE English First Dr TN Ngema 18781 50 50
Additional Language
Education A
NONE 3MEG 102 NONE English First Dr TN Ngema 18781 50 50
Additional Language
Education A
ELEL312 3LEL312 ELGN312 English Language Ms Z V Hlatshwayo 11565 50 50
Education B &

NONE 3DSL100 NONE Academic Literacy for Dr NP Khumalo & 13113 Ms LLP Bele 15047 50 50
teachers
NONE 3LTL100 NONE English Language for Dr NP Khumalo 13113 50 50
Teaching and Learning
ELZN212 3LZN212 ELZL212 IsiZulu Language Ms LLP Bele 15047 50 50
Education 2A
ELCT400 NONE NONE Conversational Lang Dr. OP Masuelele 21074 50 50
for Teachers
EPPS212 3PPS212 NONE Creative Arts Dr. OP Masuelele 21074 50 50
ELGF312 NONE NONE Method of English 312 Mr TS Dlamini 20969 50 50
NONE 3LTC300 NONE English as a Language Mr TS Dlamini 20969 50 50
of Teaching and
Learning.
NONE NONE ESMB 311 Method of Business S Mokoena 12454 50 50
studies
11837 BT
Gamede
NONE NONE ESMB312 Method of Business S Mokoena 11837 BT Gamede 12454 50 50
studies
EMBS101 3MBS101 NONE Business Studies S Mokoena 11837 BT Gamede 12454 50 50
Education(FETT)
EMBS102 3MBS102 NONE Business Studies S Mokoena 11837 BT Gamede 12454 50 50
Education(FETT)
NONE NONE EESE411 Economics Education S Mokoena 11837 BT Gamede 12454 50 50
B
NONE NONE EESE412 Economics Education S Mokoena 11837 BT Gamede 12454 50 50
B
EEBS211 3EBS211 NONE Basic Social Science N Mqadi 21175 KG Mkhwanazi 13548 50 50
and Life Skills
NONE NONE EESS312 Social Sciences 11950 MC Dube 20 30 50
Education (IP)
EESS111 3ESS111 NONE Social Sciences 1A O. Ajani M. Brett 1644 50 50
EESS112 3ESS112 NONE Social Sciences 1B N Mqadi 21175 M. Brett 1644 50 50
NONE NONE EESS112 Social Sciences 1B N Mqadi 21175 M. Brett 1644 50 50
EEBE212 3EBE212 NONE Basic EMS N Mqadi 21175 KG Mkhwanazi 13548 50 50
NONE NONE ESMG312 Method of Geography 11950 L Mngoma 50 50
(FET)

290
NONE NONE EEMS312 Social Sciences 11950 F Gxwabeni 21210 20 30 50
Education (SP)
EMHS102 3MHS102 NONE Social Sciences 11950 F Gxwabeni 21210 20 30 50
Education (SP)
EMHY102 3MHY102 NONE History Education MC Dube 13477 F Gxwabeni 21210
NONE NONE ESMH312 Method of History MC Dube 13477 F Gxwabeni 21210 20 35 45
NONE NONE EESE212 Economic And K.G Mkhwanazi 13548 MR Khumatake 19861 20 35 45
Management Sciences
Education
NONE NONE EESA412 ACCOUNTING K.G Mkhwanazi 13548 MR Khumatake 19861 50 50
EESS312 3ESS312 NONE Method of Social 11950 F Gxwabeni 21210 40 60
Sciences
NONE NONE EESH412 Heritage Studies F Gxwabeni 21210 MC Dube 13477 30 30 40

NONE NONE EESH411 The Changing World F Gxwabeni 21210 MC Dube 13477 50 50
and Ideologies
NONE NONE EESE111 Economic and S Mokoena 11837 BT Gamede 12454 50 50
Management Sciences
1A (Econ.)
NONE NONE EESE112 Economic and S Mokoena 11837 BT Gamede 12454 20 40 40
Management Sciences
1B
NONE NONE EESB411 Business Management S Mokoena 11837 BT Gamede 12454 40 60
4A
NONE NONE EESB412 Business Management S Mokoena 11837 BT Gamede 12454 40 60
4B
NONE 3MEC101 NONE Economics Education BT Gamede 12454 S Mokoena 11837 50 50
A
NONE 3MEC102 NONE Economics Education BT Gamede 12454 S Mokoena 11837 50 50
B
NONE NONE ESME311 Method of Economics BT Gamede 12454 S Mokoena 11837 50 50
3A
NONE NONE ESME312 Method of Economics BT Gamede 12454 S Mokoena 11837 50 50
3B

FED.4.4. Department of Educational Foundations

Module HEQSf Old Descriptive Name Primary Lecturer Secondary Lecturer Weighting
code Aligned Programm Lecturer name Staff Lecturer name Staff Assignment Test Mark Practical
Module e module Number Number Mark Mark
Code code AM1 AM2 TM1 TM2 PM1 PM2

EDST111 3DST111 NONE Education Studies 1A LC Mthethwa 17880 LP Sibisi 15833 40 60

EDST112 3DST112 NONE Education Studies 1B LC Mthethwa 17880 LP Sibisi 15833 40 60
EGEP111 3GEP111 NONE General Pedagogy 1A 19924 TZ Ngidi 17388 40 60
EGEP112 3GEP112 NONE General Pedagogy 1B 19924 TZ Ngidi 17388 40 60
EDST312 3DST312 NONE Education Studies 3B AB Buthelezi 13620 TZ Ngidi 17388 40 60
EDST122 3DST122 NONE Education Studies 2B IS Kapueja 11524 CJG Bender 17976 40 60

291
EDC0101 3DC0101 NONE Education in context IS Kapueja 11524 40 60
NONE NONE EPCE412 Citizenship Education VS Xulu 13837 LP Sibisi 15833 40 60
NONE NONE EPSJ412 Social Justice and VS Xulu 13837 LP Sibisi 15833 40 60
Human Right
NONE NONE EFMS312 Comparative Education VS Xulu 13837 LP Sibisi 15833 40 60
NONE NONE EDSE312 Society Education Law AB Buthelezi 13620 TZ Ngidi 17388 40 60
and School
Governance
NONE NONE EAMS412 Mngmt of Schl System 17976 TZ Ngidi 17388 40 60
and Extra Curricular
Activities
NONE NONE EPL591 Educational Planning HG Khanyile 19925 IS Kapueja 11524 50 50
NONE NONE EMC591 Educational HG Khanyile 19925 IS Kapueja 11524 50 50
Management
EPPS311 3PPS311 NONE 50 50
EMLO311 3MLO101 NONE 50 50
NONE NONE EPLO311 50 50
EMLG101 3MLG101 NONE 50 50
NONE NONE EPPE411 50 50
EDST121 3DST121 NONE 50 50
EGEP211 3GEP211 NONE 50 50
NONE NONE EPIE 411 50 50
NONE NONE EPPS400 50 50
EPPS 211 3PPS 211 NONE 50 50
NONE NONE EPPM 211 50 50
EPPS111 3PPS111 50 50
NONE NONE EPIP111 50 50
EDST211 3DST211 NONE 50 50
EDST212 3DST212 NONE 50 50
NONE NONE EPDL211 50 50
NONE NONE EPSP411 50 50
NONE 3GEP111 NGUBANE PB 20814
ECAE311 NONE DLAMU NP 14081
ECTP411 NONE MHLONGO HR 12960
NONE 3GPE 101 KHUMALO PN 13614
NONE 3CD800 NGUBANE PB 20814
NONE 3CP800 GOVENDER S 12938
ECI591 NONE MHLONGO HR 12960
NONE 3CD800 NGUBANE PB 20814
NONE 3CP800 GOVENDER S 12938
ECI591 NONE MHLONGO HR 12960
NONE 3GEP212 MHLONGO HR 12960
EGEP212 NONE MHLONGO HR 12960
ECTL212 NONE MHLONGO HR 12960
NONE 3DST102 KHUMALO PN 13614
FED.11.6.1

292
FED.5. WEIGHTINGS FOR TEACHING PRACTICE MODULES- EPPU

FED.5.1. %WEIGHTINGS FOR B ED FOUNDATION PHASE NEW PROGRAMME MODULES

Module Module name

Code

Assignment/RE
Presentation

Presentation
Assignment

Final Mark
Practical/
Practical

TOTAL

TOTAL
Journal

Journal
DP
FIRST SEMESTER MARKS SECOND SEMESTER MARKS
3ETP 100 School 10 10 10 20 50 50 10 10 10 20 50 100
Experience 1
3ETP 200 School 10 10 10 20 50 50 10 10 10 20 50 100
Experience 2
3ETP 300 School 10 10 10 20 50 50 10 10 10 20 50 100
Experience 3

FED.5.2. %WEIGHTINGS FOR B ED INTERMEDIATE PHASE NEW PROGRAMME MODULES

FIRST SEMESTER MARKS SECOND SEMESTER MARKS

3PTE 100 Teaching 10 30 10 20 50 50 10 10 10 20 50 100
Practice 1
3PTE200 Teaching 10 10 10 20 50 50 10 10 10 20 50 100
Practice 2
3PTE300 Teaching 10 10 10 20 50 50 10 10 10 20 50 100
Practice 3

FED.5.3. %WEIGHTINGS FOR B ED SP & FET NEW PROGRAMME MODULES

293
3PTE 100 Teaching 10 10 10 20 50 50 10 10 10 20 50 100
Practice 1
3PTE200 Teaching 10 10 10 20 50 50 10 10 10 20 50 100
Practice 2
3PTE300 Teaching 10 10 10 20 50 50 10 10 10 20 50 100
Practice 3

FED.5.4. %WEIGHTINGS FOR ALL PHASES OF THE OLD B ED PROGRAMME MODULES

Teaching Philosophy

Activity/Presentation
Scenario Activity

Assignment/RE
Assignment
Module Code Module name

Final Mark
TOTAL

TOTAL
Journal

Journal
Group
PoE
DP
FIRST SEMESTER MARKS SECOND SEMESTER MARKS
ETSE400 School 20 10 20 50 50 20 10 20 50 100
Experience 4

294